Gamification as a Tool for Stimulating the Educational Activity of Students of Higher Educational Institutions of Ukraine and the United States

Year 2019, , 875 - 891, 15.07.2019

İryna Zvarych Svitlana M. Kalaur Nataliya M. Prymachenko İnna V. Romashchenko Oksana İa. Romanyshyna

https://doi.org/10.12973/eu-jer.8.3.875

Abstract

This study has experimentally tested how the introduction of simulations, adapting the experience of higher educational institutions of the United States, including the elements of gamification, in the training course Professional Foreign Language stimulates the educational activity of students at higher educational institutions of Ukraine students’ educational activity  through the involvement and creation of activity for constructive competition and cooperation, stimulation of interests and motives, maintaining cognitive attention of students and encouraging feedback. To carry out this research, a script, a methodology for arranging the simulation Coffee Import-Export Procedure was developed. To process the collected statistical information, Covariance-based Structural Equation Modeling (SEM) software, including two-way ANOVA for Mixed Measures, was used, and the Textalyzer software was used to process the answers of the experimental group’s students to the open-type questions. It was found out, that the simulation model Coffee Import-Export Procedure with elements of gamification develops value-motivational, cognitive and activity-reflective components of educational activity of students, develops self-education skills, which are included in the list of key life and career Skills of the 21st Century, moving the formation of competences of self-education from minor to dominant positions, forms the model of future professional activity of students. The scientific and practical results of this research can be used in the practice of corporate training of company’s personnel, professional training of future specialists in management, international business, organizational psychology, law, etc., as well as for the organization of professional training for people with limited access to higher professional education or for those who needs retraining.

Keywords

Gamification, gamification of training, simulation, higher professional education, flipped classroom technology

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