Keyword: «gamification»

The inclusion of game elements in the cognitive activity of students is an actual direction of the current educational system modernization. Quest as a game form and a tool of learning is one of the options for gamification of the digital educational environment. The authors study the problem of identifying the characteristics of the educational web quest implementation as a focused activity that provides all participants with the necessary knowledge and resources to solve didactic and career-oriented tasks of the digital environment in a gaming form. The purpose of research is to reveal the characteristics of an educational web quest designing based on modern digital technologies for the formation of demanded soft skills. The methodology is based on the analysis and systematization of significant scientific works on didactics, gamification of learning, and the use of digital educational technologies. The effectiveness of the approach described was confirmed by a pedagogical experiment, during which the result of students' cognitive activity was evaluated according to a set of criteria that correspond to the competences of modern professions and the priorities of the project “Digital School”. As a result, we describe the ideas of a methodological approach that reflects the necessary changes in the support of students' cognitive activity with the resources of such mobile game applications as quest. The article presents the levels of differentiation of education depending on the individual and age characteristics of participants and of digital tools chosen. It is concluded that the use of «web quest» as an effective educational technology for the formation of competences demanded by the digital environment has certain characteristic features when we include modern software tools and technologies in educational process. The obtained results can be used for organizing of cognitive research activities of students; in the practice of the school of mentoring for the planning and implementation of game forms with the emphasis on skills and abilities, necessary for socialization of the individual in a digital society and obtaining skills that are demanded by employers; for designing and creating a personal-oriented educational environment with elements of gamification using digital technologies.

Information technology is a valuable resource that you need to be able to handle in order to be ready for overload at the time of shocks. So, if access to offline services and demand for them have decreased dramatically, the load on online services has increased several times. And those who used digitalization before the crisis were in a better position. In 2020, sustainability and savings technologies will continue to evolve in digital marketing. Consider the ones that need to be considered now to be prepared for any new turbulence.

The article highlights the peculiarities of gamification of the middle school foreign language classroom. Gamification is considered to be a principle of designing lessons as well as a technique and means of incorporating game elements into tasks aimed at achieving subject-specific outcomes of foreign language education. The authors describe and argue in favor of incorporating game elements into tasks with varied focus, revealing their effectiveness in foreign language teaching and learning.

Modern society can rightly be called information and digital society. Digitalization of all spheres of public life and, above all, education is one of the key tasks facing the Government of the Russian Federation. The article provides an overview of modern approaches to understanding the digitalization process, analyzes digital resources (Kham Academy, Pointagram, Quiver Fashion, Igro-N) and the potentials of their use in the educational process of a preschool educational organization. The article also contains material on gamification as one of the modern educational technologies that ensures the maximum involvement of children in the learning process. Gamification as a technology allows each student to determine their level of difficulty of tasks and receive bonuses for their completion. Gamification is also considered as the use of gaming techniques in the educational field. The article presents the results of an experiment conducted on the basis of the educational organization "Kindergarten No. 75" in Chelyabinsk, in which educators, students and parents of children took part. The purpose of the study is to learn about the readiness of participants in educational relations to use digital technologies. The research methods were: a survey of educators to identify their digital literacy, as well as a conversation with children and their parents, during which it was found that modern students cannot imagine their lives without gadgets, virtual and augmented reality and TV. The results of the experiment show that the active use of digital technologies in the educational process of a preschool educational organization meets the needs of students, as well as the digital policy pursued by the Government of the Russian Federation outlined in the national project "Digital Economy in the Russian Federation". Carrying out the measures stated in the document will also make it possible to form human resources capable of meeting the challenges of the digital world and meeting the requirements set forth in the Atlas of New Professions (gaming teacher, game master, organizer of project-based learning, etc.).

The article focuses on the concepts «learning with games» and «gamification». Learning with games has been evolving for centuries, and the transition from the game as a singular technique to a systematic use of games is an outcome of this process. The authors describe the process of evolution of game techniques, providing examples and revealing its effectiveness.