The use of digital escape room in educational electronic environment of maritime higher education institutions

Abstract

The paper is tended to investigate the gamification activities use in educational electronic environment of maritime higher education institutions. Gamification methods with examples are described (gamification testing, QR Code quest, storytelling and escape room). Comparative characteristic of traditional learning and learning using gamification in educational electronic environment is given in the article according to different criteria: the place and role of teacher or students in the learning process; type of information communication; methods of training; equipment; level of freedom of the actions; presence of the problems in educational process; level of its control and learning outcomes. The paper also presents examples of gamification activities based on escape room quest to form communicative competency of future maritime professionals. Escape room activity presented in the article contains storytelling element, crossword and electronic testing questions of different types. Question types listed in the paper are Drag and drop to the text, Short answer and Multiple choice. Escape room activity was done by second year cadets of Kherson State Maritime Academy. According to the received results, knowledge quality increased by 10% and success by 20%. Further investigation of gamification activities can also be done for learning system of maritime higher education institutions using simulation technologies of virtual, augmented and mixed realities.

Computerized adaptive testing in educational electronic environment of maritime higher education institutions

“…Objectivity -a criterion that combines reliability, validity and a number of aspects of psychological, pedagogical, ethical, value nature. When developing this test, all these requirements must be taken into account, but the final conclusions can be made only after its repeated practical application [43].…”

Adaptive toolkit of branch-oriented workshop environment for enlargement the cloud-based e-learning media platform

“…Psychological and social peculiarities of virtual and augmented reality implementation and their potential for enriching students' learning experience investigate in particular Makransky and Petersen [22], while highlighting the affective and cognitive paths that obviously contribute to increasing quantitative learning outcomes. Using of some common ones gamification function to promote a student-centered learning environment for personal and professional development dedicated the works of Buzko, Bonk and Tron [4], Champion [7], Haranin and Moiseienko [11], Katsko and Moiseienko [16], Pokulyta and Kolotylo [35], Shepiliev et al [38], Symonenko et al [41], Tokarieva et al [44], Tsay et al [45], Vakaliuk et al [46,47], Voloshynov et al [50], Yildirim [51], Zinovieva et al [53] etc. The conditions of application of telecommunication solutions in remote subject-information environments for acquiring competencies in the mastering of technical specialties are analyzed in detail by Barker et al [1], Calvo et al [6], Lovianova et al [21], Milani and Navimipour [23], Modlo and Semerikov [24], Modlo et al [25,26], Rashevska and Soloviev [37], Vlasenko et al [48,49].…”

Digitalization of the educational process for the training of the pre-service teachers

“…Gamification is attracting to games where there is usually no place for play. Many experts consider gamification as one of the most important trends in the information technology industry [12,49,53,67,82,90].…”