Quest in a Digital School: the Potential and Peculiarities of Mobile Technology Implementation

Abstract

The problem of the research is due to the need to realize the didactic and interdisciplinary potential of mobile applications which are able to support the quest technology. Teachers have to understand peculiarities of organizing such a game form of activity in a digital school. The purpose of the study is to theoretically prove and experimentally test the effectiveness of using mobile game applications in the "quest" genre in order to form necessary competencies of future specialists in a digital school environment. The research methodology is the analysis and synthesis of psychological and pedagogical work, methods of mathematical statistics, and methods of psychodiagnostics. The pedagogical experiment of the study is the assessment of the formation of basic competences which provide the base in the field of computer science, cybernetics and artificial intelligence required by the state and society. Results of the study. The study proves the didactic potential of mobile applications which are able to support the quest technology in order to achieve high-priority objectives in the project "Digital School". The authors describe ideas of the methodical approach, which reflect the necessary changes in the support of students' cognitive activity through mobile game applications in the quest genre. The study shows levels of differentiation of education depending on the individual and age characteristics of students and the choice of digital means. The authors prove that the "quest" technology, focused work to solve education tasks, motivates future professional activities, and also with the help of modern digital means, contributes to the development of such necessary cross-professional competencies of future specialists as project activities, systems thinking, interaction and interindustry communication. In conclusion, the authors confirm that the inclusion of mobile game applications in the "quest" genre in education activities will help to form key competencies and skills that meet the priorities of the digital school and are most in demand by society.

Peculiarities of forming high-demanded soft skills in the educational space of the escape room

“…The didactic component assumes that the designing of the escape room should be preceded by a system of planned educational and personal results and over-subject competencies. The development of a game story, reasonable choice of software and hardware support, and correlation of the emotional and psychological component with content of the game educational space are the important methodological stages in planning the escape room and corresponds to the conclusions of E. V. Soboleva [8]. The study justifies the possibility and effectiveness of using the escape room as a technology to stimulate students' cognitive interest, satisfying their requirements and aspirations in choosing future professions and improving the quality of the didactic process as a whole.…”

“…F. K. M. Arif, N. Z. Zubir, M. Mohamad, M. M. Yunus as a team of authors and developers of interactive applications with the ability to support the technology of the educational quest with the potential for the formation of high-demanded competencies in modern society, indicate in most cases, in practice there is no broad discussion of the form and content of resources with participants in the digital educational environment [22]. Analyzing the various functions of digital services that stimulate student personality development and support educational and cognitive goals, we conclude that most of these services correspond to the high-demanded competencies of professionals of the future [8]. However, there are practical difficulties in implementing the identified potential opportunities for game-based forms of education, including WebQuest, precisely because of the need for teachers to change the entire methodological system [23].…”

“…To identify the substance of the quest technology as an organizational form of modern digital educational environment, the analysis of psychological, pedagogical and methodological literature was used. In order to study the potential of educational quest solutions, E. V. Soboleva's conclusions were studied [8]. Program variants of gamification in education and specific learning spaces in the "quest" genre, presented by A. Lagunov and N. Podorojnyak [9], were analyzed.…”

“…Currently, the researches to identify the possibilities of modern digital technologies for gamification in education [12]; to describe the essence of quest, its potential and features of inclusion in the learning process of modern school [8] are conducted. For example, D. A. Alexandrov, V. A. Ivanyushina, D. L. Simanovsky [13] point out the need to transform the content, organizational forms, methods and means of teaching in the context of the formation of digital school.…”

Exploring the impact of using Chat-GPT on student learning outcomes in technology learning: The comprehensive experiment

“…Along with the development of technology, artificial intelligence (AI) is also growing rapidly (Kaiss, Mansouri, and Poirier 2023), (Hassan, Al-Chlaihawi, and Khekan 2021). One aspect of AI that has caught the attention of the education world is chatbots, which have been used in various contexts to provide support and assistance to users (Soboleva 2019), (Elzayady et al 2022). A chatbot is a computer program designed to have conversations with humans through chat applications, such as text messaging or instant messaging platforms (Judd and Graves 2012).…”