Keyword: «геймификация»

This article presents an overview of one of the newest methods of teaching English in Russian secondary schools – Gamification. Particular attention is paid to how to properly implement it in the learning process. A number of examples of practicing speaking and vocabulary skills with the help of the method under consideration are offered.

The article focuses on the features of the use of gamification techniques in teaching a foreign language to first-year students of non-linguistic specialties of the university. The article describes examples of the use of various game elements and techniques at different stages of the learning process in a higher educational institution, explains their effectiveness and positive impact on students’ motivation to learn a foreign language.

The article discusses the features of using a relatively new method – gamification in personnel management of an organization. A feature of gamification is apparent simplicity. The complexity of use and the ambiguity of the effectiveness of gamification in case of incorrect use have not yet led to the widespread introduction of this method into the practice of not only Russian, but also foreign companies. The article presents a number of statistical studies and their results confirming the relatively low use of gamification in personnel management. The article shows the positive and negative aspects of using gamification in the field of personnel management.

This article discusses the gamification method. During the description, the following questions will be considered: what are the key features of this method? The main advantages and disadvantages of this method. Ways to modernize the gamification method will also be proposed.

The problem of education computerization has been discussed sharply in scientific and pedagogical circles for several years now. Scholars put forward their concepts and technologies for introducing innovative tools into the educational process. An analysis of foreign and domestic sources on the problem of introducing digital educational technologies in the field of education shows that most of the research work is devoted to the inclusion of a digital component in school and university practice in order to improve student performance, and the level of preschool education remains on the periphery. Based on the interpretation of these works, it follows that the issue of online education and the use of digital technologies is still relevant at all levels of education. This paper substantiates the need to restructure the educational process of preschoolers under the influence of legal, socio-economic and cultural factors. However, taking into account the age and psycho-physiological characteristics of preschool children, for whom the game is the leading activity, it is most optimal from the standpoint of health saving to use gamification technology – the use of computer techniques in a non-game educational situation. The purpose of the study was to test the readiness of teachers to apply gamification technology when working with preschool children, as it allows you to activate cognitive interest, make the process exciting and interesting, where the child is the subject of action and expresses his/her circle of interests by means of a digital game. The research methods were a Google survey of the teaching staff of the Kindergarten No. 73 in the city of Magnitogorsk on the subject of transforming the educational process of a preschool educational institution by including innovative end-to-end educational technologies, as well as a conversation and input assessment of a practice-oriented nature. Experimental data on the introduction of digital technologies including gamification into the educational process of a preschool educational organization are presented. The results of the diagnostics demonstrated the readiness of teachers to use digital educational content, but this process is heterogeneous, complex and goes on with certain difficulties, which are expressed in the lack of understanding among some personnel of what digitalization, digital technologies are and, consequently, their use in the organization of the educational process. Digital transformation of a preschool educational organization is possible if: educators improve their competence in the use of digital technologies in the process of teaching and educating preschoolers, if a digital educational environment is created and the age and intellectual needs of children are taken into account. The theoretical and practical part of the study will be useful both for researchers in the field of digitalization of education and for practitioners looking for an algorithm for rebuilding the educational activities of a preschool educational organization (PEO) by including a digital component.