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

Yıl 2019, Cilt: 8 Sayı: 3, 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

Öz

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.

Anahtar Kelimeler

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

Kaynakça

• Alomair, Y., Ahmad, I., & Alghamdi, A. (2015). A review of evaluation methods and techniques for simulation packages. Procedia Computer Science, 62, 249–256.
• Bellanca, J., & Brandt, R. (2010). 21st Century Skills: Rethinking How Students Learn (Leading Edge). Bloomington, IN: Solution Tree.
• Blazic, A. J., Ribeiro, C., Fernandes, J., Pereira, J., & Arh, T. (2012). Analysing the required properties of business simulation games to be used in e-learning and education. Intelligent Information Management, 4(6), 348–356. http://dx.doi.org/10.4236/iim.2012.46039
• Boucher, B., Robertson, E., Wainner, R., & Sanders, B. (2013). “Flipping” Texas State University’s physical therapist musculoskeletal curriculum: Implementation of a hybrid learning model. Journal of Physical Therapy Education, 27(3), 72–77.
• Buyukozturk, S. (2016). Sosyal bilimler icin veri analizi el kitabi. [Data analysis handbook for social sciences]. Ankara, Turkey: Pegem A.
• De Schutter, B., & Abeele, V. V. (2014). Gradequest‒Evaluating the impact of using game design techniques in an undergraduate course. In T. Barnes, & I. Bogost (Eds.), Proceedings of the 9th International Conference on the Foundations of Digital Games. Lauderdale, FL: Society for the Advancement of the Science of Digital Games.
• Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From Game Design Elements to Gamefulness: Defining “Gamification”. In A. Lugmayr et al. (Ed.), MindTrek 2011 (pp. 9–15). Tampere, Findland: ACM. doi:10.1145/2181037.2181040
• Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in education: A systematic mapping study. Educational Technology & Society, 18(3), 75–88.
• Dobre, O.-I. (2013). Employee motivation and organizational performance. Review of Applied Socio-Economic Research, 5(1), 53–60.
• Findlay-Thompson, S., & Mombourquette, P. (2014). Evaluation of a flipped classroom in an undergraduate business course. Business Education & Accreditation, 6(1), 63–71.
• Food for the Brain. (n./d.). Cognitive Function Test. Retrieved from https://cft.foodforthebrain.org/
• GAMEHUB. (2016). Cooperation between Universities and Enterprises in the Gaming Industry in Ukraine. Retrieved from http://gamehub-cbhe.eu/
• Giang, V. (2013). “Gamification” Techniques Increase Your Employees’ Ability to Learn by 40%. Business Insider. Retrieved from http://whttp://www.businessinsider.com/gamification-techniques-increase-your-employees-ability-to-learn-by-40-2013-9
• Glover, I. (2013). Play as you learn: gamification as a technique for motivating learners. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2013 (pp. 1999-2008). Chesapeake, VA: AACE.
• Greenberg, M. (2015). This is not a Game for You: the Dark Side of Gaming. Newtonew. Retrieved from https://newtonew.com/discussions/gamification-dark-side
• Growth Engineering. (2019). Gartner’s gamification predictions for 2020. Retrieved from https://www.growthengineering.co.uk/future-of-gamification-gartner/
• Honey, M. A., & Hilton, M. (2011). Learning Science through Computer Games and Simulations. Washington, DC: National Academies Press.
• Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does Gamification Work? – A Literature Review of Empirical Studies on Gamification. In R. Sprague et al. (Eds.), Proceedings of the 2014 47th Hawaii International Conference on System Sciences, (pp. 3025–3034). Washington, DC: IEEE Computer Society.
• Institute of Higher Education. (2019). Doslidzhennia, analiz ta aprobatsiia serioznykh ihor i symuliatsii [Research, Analysis and Testing of Serious Games and Simulations]. Retrieved from https://ihe.kneu.edu.ua/?page_id=104
• Iosup, A., & Epema, D. (2014). An experience report on using gamification in technical higher education. In J. Dougherty & K. Nagel (Eds.), SIGCSE’14 (pp. 27–32). Atlanta, GA: ACM.
• Kapp, K. M. (2012). The gamification of learning and instruction: game-based methods and strategies for training and education. San Francisco, CA: John Wiley & Sons.
• Khaleel, F. L., Ashaari, N., Wook, T. S., & Ismail, A. (2016). Gamification elements for learning applications. International Journal on Advanced Science Engineering Information Technology, 6(6), 868–874.
• Kincaid, J. P., Hamilton, R., Tarr, R. W., & Sangani, H. (2003) Simulation in Education and Training. In M. S. Obaidat & G. I. Papadimitriou (Eds.), Applied System Simulation (pp. 437–456). Boston, MA: Springer
• Kokun, O. M., Pishko, I. O., Lozinska, N. S., Kopanytsia, O. V., & Malchazov, O. R. (2011). Collection of methods for diagnosing the psychological readiness of servicemen under the contract to work in peacekeeping units: Methodical manual. Kyiv, Ukrain: NDC GP of the Armed Forces of Ukraine.
• Lee, J., & Hammer, J. (2011). Gamification in education: What, how, why bother? Academic Exchange Quarterly, 15(2), 1–5.
• McGonigal, J. (2011). Reality is broken: Why games make us better and how they can change the world. New York, NY: Penguin Press.
• Marczewski, A. (2013). What’s the difference between Gamification and Serious Games? Gamasutra. Retrieved from http://www.gamasutra.com/blogs/AndrzejMarczewski/20130311/188218/Whats_the_difference_between_Gamification_and_Serious_Games.php
• Mak, H. W. (2013). The Gamification of College Lectures at the University of Michigan. Retrieved: http://www.gamification.co/2013/02/08/the-gamification-of-college-lectures-at-the-university-of-michigan/
• Morrison, B., & DiSalvo, B. (2014). Khan academy gamifies computer science. In J. D. Dougherty & K. Nagel (Eds.), Proceedings of the 45th ACM Technical Symposium on Computer Science Education SIGCSE’ 14 (pp. 39–44). Atlanta, GA: ACM.
• Murzina, O. A. (2014). Formation of professional value orientations for future law enforcement officers: Methodical recommendations. Zaporizhzhia, Ukrain: ZLIDSUIA.
• O’Donovan, S., Gain, J., & Marais, P. (2013). A Case Study in the Gamification of a University-level Games Development Course. In K. Bradshaw, P. Machanick, & M. Tsietsi (Eds). SAICSIT '13 Proceedings of the South African Institute for Computer Scientists and Information Technologists Conference (pp. 245-251). East London, South Africa: South African Institute. doi:10.1145/2513456.2513469
• Psychology of Happy Life. (2008). Method of Diagnostics of Personality Orientation B. Buss (Questionnaire of Smekalo-Kucher). Retrieved from https://psycabi.net/testy/233-methodika-diagnostiki-napravlennosti-lichnosti-b-bassa-oprosnik-smekala-kuchera
• Psychology. (2012). Test “Motivation of Professional Activity of K. Zamfir (modified by A. Rean). Retrieved from http://docpsy.ru/testy/diagnostika-proforientatsii/3935-motivatsija-professionalnoj-dejatelnosti-kzamfir-v-modifikatsii-a-areana.html
• KHIF KNTUE. (2018). Quality assurance issues in higher economic education: current situation and prospects. Proceedings of Vth Scientific and method. conf. (Kharkiv, February 9, 2018). Kharkiv: KHIF KNTUE.
• Rutten, N., van Joolingen, W. R., & van der Veen, J. T. (2012). The learning effects of computer simulations in science education. Computers & Education, 58(1), 136–153.
• Semychenko, V. A. (2004). Problems of motivation of behavior and human activity. Modular course in psychology: Lectures, practical classes, tasks for independent work. Kyiv, Ukrain: Millennium.
• Sun, J. C. Y., & Wu, Y. T. (2016). Analysis of learning achievement and teacher–student interactions in flipped and conventional classrooms. The International Review of Research in Open and Distributed Learning, 17(1), 79–99. doi: 10.19173/irrodl.v17i1.2116
• Trotskyi, R. S. (2018). Formation of preparedness for the management of cadets of higher educational institutions of the ministry of internal affairs of Ukraine in professional training (Unpublished Doctoral Dissertation). Kyiv, Ukrain.
• Werbach, K., & Johnson, S. (2012). Gamifying the classroom. BizEd, 11(6), 52–53.
• Wawer, M., Marek, M., Muryjas P., & Magdalena, R. (2010). Business Simulation Games in Forming Students’ Entrepreneurship. International Journal of Euro-Mediterranean Studies, 3(1), 49–73.
• Zichermann, G., & Cunningham, C. (2011). Gamification by design: Implementing game mechanics in web and mobile apps. Sebastopol, CA: O’Reilly Media, Inc.