Didactic Value of Gamification Tools for Teaching Modeling as a Method of Learning and Cognitive Activity at School

Abstract

The relevance of this article is determined by the possibility to increase the efficiency of teaching modeling at schools by means of involving modern gaming and educational platforms in students' cognitive activity. The problem of the study results from the contradiction between the broad potential of the gamification tools to motivate and involve students in modeling, to improve their skills, and the ideas of the general methodology about gamifying the educational process as well as the lack of well-designed techniques and methods of using the appropriate software to teach modeling at school. The purpose of the study is to define the didactic value of the gamification tools used to teach modeling at school and to develop a methodological approach to the structured lesson planning using computer game instruction technology. The article describes the types of schoolchildren activities, which allow the use of gamification tools for modeling, to develop schoolchildren's research skills and the ability to use modern tools to solve theoretical and experimental problems. It describes methodological methods and recommendations on organizing information and pedagogical interaction between the participants of the educational process by applying educational programs available on gaming platforms both at the level of personal communication between the teacher and the student, and at the level of the tripartite "teacher-student-computer" interaction. The results of the study can be used, firstly, to change the techniques and methods of teaching modeling at school; secondly, to improve conventional training programs included in the curriculum for university students of pedagogical departments and faculties; thirdly, to develop and improve specific educational programs in various subjects on the gaming platforms for schools in order to improve the quality of education, social integration, and career orientation.

Applying Gamification in Learning the Basics of Algorithmization and Programming to Improve the Quality of Students' Educational Results

“…The maturity of programming skills, communication with artificial intelligence and other people, and the level of cognitive development are the basic indicators that determine the effective didactic system (Soboleva et al, 2018). Within the framework of e-learning, digital technologies, gamification elements, cyber-physical devices, etc.…”

“…Suvorova suggest using Kahoot!, Plickers, and Quizlet as the main resources for gamification (Isupova, Suvorova, 2019). In addition, gamification can serve as a tool for increasing the intensity of communication, involving students in interaction, teamwork, and creating their own information product (Soboleva et al, 2018).…”

“…The use of gamification technology will not only minimize negative emotional stress, but also support the study of fundamental theoretical concepts and basic algorithmic constructions in a gamified way (Soboleva et al, 2018). In other words, including game elements in the educational and cognitive activity on writing programs contributes to acquiring general academic and subjectspecific knowledge and skills, forming soft skills, collaboration and creativity, and the development of thinking (Papert, 1993).…”

Development of Mathematics Teaching Materials Based on Scientific Approach for Mathematics Learning

“…The learning process has emerged as an innovation in fun-learning design for students (Su, 2017). It allows users to engage themselves in daily activities and workflow with rewarding, fun, and memorable experience (Soboleva, Galimova, & Maydangalieva, 2018). Users feel that they have achieved something and become addicted to their daily activities (Fan & Xiao, 2015).…”

A Review of the Applicability of Gamification and Game-based Learning to Improve Household-level Waste Management Practices among Schoolchildren

“…Teachers/language instructors could assign different levels of assessments based on pedagogic level and behaviors, such as in an assignment in which students were given points for matching one figure to another. In another application, Soboleva et al (2018) investigated the didactic potential of gamification for teaching modelling. The authors concluded that use of the gamification platforms and services increased motivation and visual expression in learning a subject with abstract theoretical concepts, while also improving the efficiency of the learning process.…”