UDC 378.16

DOI: http://doi.org/10.15350/2409-7616.2022.3.31

Khismatulina N.V.¹ (St. Petersburg, Russian Federation) – khisnatalya@yandex.ru, Pugacheva S.A.¹ (St. Petersburg, Russian Federation) – pugacheva.7575@mail.ru, Malkova T.V.¹ (St. Petersburg, Russian Federation) – pugacheva.7575@mail.ru

¹Saint Petersburg University of the Ministry of the Interior of Russia

Abstract. The article raises the question of the need to revise the educational technologies used in the educational process, since the digital generation of modern students does not always react to the generally accepted classical teaching methods. Awareness of the target audience’s digital advanced literacy, non-linear thinking, and the desire to build the own virtual story led to the identification of gamification as a possible alternative educational technology. It is considered by the pedagogical community as an integration of game design, game thinking, game techniques and educational space. The authors emphasize the importance of system approach in designing gamification based on in-depth analysis of qualitative characteristics of students, understanding their psychological mechanisms-triggers of activity, motivational structure and conceptual game provisions reflecting freedom to fail, rapid feedback, progression and storytelling. The article highlights the difficulties associated with the introduction of gamification, outlines the requirements for the designer of the game space. In the end, the authors make a conclusion about the necessary relying on the target audience’s views on the design, storyline, game techniques and ways of implementing gamification.

Keywords: gamification, game environment, game thinking, game design, motives in activity, educational technology, educational space.

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For citation:

Khismatulina N.V., Pugacheva S.A., Malkova T.V. Features of designing and implementing gamification as an alternative educational technology. CITISE, 2022, no. 3, pp.350-358. DOI: http://doi.org/10.15350/2409-7616.2022.3.31