Keyword: «геймификация»

The development of cognitive interest in primary school students is considered a significant problem in the field of modern pedagogy. This article examines the use of gamification as a pedagogical tool for developing cognitive interest in primary school students in English language lessons. The most important elements of gamification and the digital educational platforms WordWall and LearningApps, which were used during the experimental work, are described. It was found that the regular use of game elements in foreign language lessons promotes an increase in the level of cognitive interest among students. Gamification can be recommended by primary school teachers as an effective tool for enlivening educational activities.

This article examines the possibilities of applying interactive immersive learning technologies at English language lessons in secondary school. It analyzes such technologies as virtual and augmented reality, artificial intelligence, as well as game-based and role-playing learning methods. The interconnection between these approaches and traditional pedagogical practices is substantiated. The main advantages of immersive learning are identified. The attention is focused on a positive impact on student motivation, development of communicative skills, and formation of intercultural competence. The challenges of implementation related to technical and methodological aspects are highlighted. Recommendations for the effective use of these technologies in the educational process are presented.

The article discusses the possibilities of using artificial intelligence (AI) when planning a foreign language lesson as a means of increasing students' learning motivation. Based on the analysis of modern research and pedagogical experience, the effectiveness of the use of AI tools at various stages of lesson preparation is substantiated. A model of integration of artificial intelligence is described, including diagnostics, generation of educational content, differentiation and organization of communicative practice. A model of AI integration is presented that takes into account the psychological mechanisms of motivation formation and current trends. The results of the pedagogical experiment, confirming the growth of student engagement and a decrease in language anxiety are presented. In conclusion, the transformation of the teacher's role in the context of digitalization of education is discussed.