UDC 378

Kozachek A.V.¹ (Tambov, Russian Federation) – avkozachek@list.ru; Makhmudov I.A.¹ (Tambov, Russian Federation) – makhmudov.i.a@yandex.ru; Denisova O.I.² (Moscow, Russian Federation) – olgadenisova07@mail.ru; Baksheev A.I.³ (Krasnoyarsk, Russian Federation) – baksh-ai@yandex.ru

¹Tambov State Technical University

²Moscow Aviation Institute (National Research University)

³Krasnoyarsk State Medical University named after Professor V.F. Voyno-Yasenetsky

Abstract. This article aims to describe gamification as a motivation-enhancing tool and an increasingly popular modern teaching method, part of the current trend in higher education – Student-Centered Learning (SCL). The SCL concept identifies gamification as one of the most effective and engaging methods for motivating students to acquire knowledge and derive satisfaction from their academic achievements. As the authors point out, generating and maintaining motivation during learning is challenging, and the problem associated with its absence is becoming increasingly common in higher education. The most common causes of lack of motivation presented in the article can be addressed through gamification – a teaching method using game elements. Gamification, based on learning through student engagement, encouraging independence, creative competition, and collaboration, is currently being increasingly used in the academic field. This article defines the term “gamification,” outlines the principles and benefits of using gamification in student learning, potential applications, and highlights interesting projects using it. Gamification is characterized as a motivational tool in higher education. The article also proposes a shift in the current learning paradigm by replacing often ineffective methods of imparting knowledge to students with a more active approach using gamification.

Keywords: gamification, student-centered learning, extrinsic motivation, intrinsic motivation, higher education.

References:

1. Kosacheva A.O. Motivation of students to study and professional development. World of Science, Culture, Education, 2022, no. 5 (96), pp. 235–238. (In Russian). DOI: 10.24412/1991-5497-2022-596-235-238
2. Malakhova O.N., Mosina L.S. Development of educational motivation in higher education: research emphases. Studia Humanitatis, 2022, no. 1, pp. 11. (In Russian). DOI: 10.24412/2308-8079-2022-1-11
3. Belyakova Yu.G. Motivation of students to study at the university. Scientific works of the Moscow Humanitarian University, 2025, no. 3, pp. 22–26. (In Russian). URL: https://www.elibrary.ru/skozmw
4. Veremchuk A.S. About motivation of students as a necessary condition for improving the quality of education. Scientific Review. Pedagogical Sciences, 2020, no. 2, pp. 34–38. (In Russian). DOI: 10.17513/srps.2284
5. Yusupov V.Z. Comparative analysis of empirical studies of educational motivation of university students. Knowledge. Understanding. Skill, 2022, no. 1, pp. 226–236. (In Russian). URL: https://www.elibrary.ru/dqdngu
6. Akhmetshin E.M., Romanov P.Y., Zakieva R.R. et al. Modern approaches to innovative project management in entrepreneurship education: A review of methods and applications in education. Journal of Entrepreneurship Education, 2019, vol. 22, no. 1, pp. 355. URL: https://www.elibrary.ru/fezgly
7. Bochkareva T.N., Akhmetshin E.M., Zekiy A.O. et al. The analysis of using active learning technology in institutions of secondary vocational education. International Journal of Instruction, 2020, vol. 13, no. 3, pp. 371–386. DOI: 10.29333/iji.2020.13326a
8. Borzova T.A. Motivation of students to study at a modern university. World of science, culture, education, 2023, no. 5 (102), pp. 11–13. (In Russian). DOI: 10.24412/1991-5497-2023-5102-11-13
9. Dunbar K., Yadav A. Shifting to student-centered learning: Influences of teaching a summer service learning program. Teaching and Teacher Education, 2022, vol. 110, pp. 103578. DOI: 10.1016/j.tate.2021.103578
10. Rahayu F.S., Nugroho L.E., Ferdiana R. et al. Motivation and engagement of final-year students when using e-learning: A qualitative study of gamification in pandemic situation. Sustainability, 2022, vol. 14, no. 14, pp. 8906. DOI: 10.3390/su14148906
11. Amin Husni N.H., Jumaat N.F., Tasir Z. Investigating student’s cognitive engagement, motivation and cognitive retention in learning management system. International Journal of Emerging Technologies in Learning, 2022, vol. 17, no. 9, pp. 184–200. DOI: 10.3991/ijet.v17i09.29727
12. Murphy L., Eduljee N.B., Croteau K. Teacher-centered versus student-centered teaching: Preferences and differences across academic majors. Journal of Effective Teaching in Higher Education, 2021, vol. 4, no. 1, pp. 18–39. DOI: 10.36021/jethe.v4i1.156
13. Fithriani R. The utilization of mobile-assisted gamification for vocabulary learning: Its efficacy and perceived benefits. Computer Assisted Language Learning Electronic Journal, 2021, vol. 22, no. 3, pp. 146–163. URL: https://www.elibrary.ru/eaesxf
14. Tang K.H.D. Gamification to improve participation in an environmental science course: An educator’s reflection. Acta Pedagogia Asiana, 2023, vol. 2, no. 2, pp. 54–63. DOI: 10.53623/apga.v2i2.192
15. Gulinna A., Lee Y. College students’ perceptions of pleasure in learning–Designing gameful gamification in education. International Journal on E-Learning, 2020, vol. 19, no. 2, pp. 93–123. DOI:10.70725/546101bsgrwa
16. Karahan S., Gül L.F. Mapping current trends on gamification of cultural heritage. Proc. “Game+ Design Education”. Cham, Springer Publ., 2021. pp. 281–293. DOI: 10.1007/978-3-030-65060-5_23
17. Kucher T. Principles and best practices of designing digital game-based learning environments. International Journal of Technology in Education and Science, 2021, vol. 5, no. 2, pp. 213–223. DOI: 10.46328/ijtes.190
18. Kalogiannakis M., Papadakis S., Zourmpakis A.-I. Gamification in science education. A systematic review of the literature. Education Sciences, 2021, vol. 11, no. 1, pp. 22. DOI: 10.3390/educsci11010022
19. Alsadoon E., Alkhawajah A., Suhaim A. Effects of a gamified learning environment on students’ achievement, motivations, and satisfaction. Heliyon, 2022, vol. 8, no. 8, pp. e10249. DOI: 10.1016/j.heliyon.2022.e10249
20. Zainudin Z.A., Zulkiply N. Gamification in learning: Students’ motivation and cognitive engagement in learning business Using quizizz. Asian Journal of University Education, 2023, vol. 19, no. 4, pp. 823–833. URL: https://www.elibrary.ru/caoutd
21. Sailer M., Homner L. The gamification of learning: A metaanalysis. Educational Psychology Review, 2020, vol. 32, no. 1, pp. 77–112. DOI: 10.1007/s10648-019-09498-w
22. Brooks C., Burton R., van der Kleij F. et al. Teachers activating learners: The effects of a student-centred feedback approach on writing achievement. Teaching and Teacher Education, 2021, vol. 105, pp. 103387. DOI: 10.1016/j.tate.2021.103387
23. Hebebci M.T., Alan S. Gamification in education: An overview of the literature. Current studies in social sciences, ed. by Csiszárik-Kocsir A., Rosenberger P. Istanbul, ISRES Publ., 2021. pp. 174–194.
24. Huang R., Ritzhaupt A.D., Sommer M. The impact of gamification in educational settings on student learning outcomes: a meta-analysis. Educational Technology Research and Development, 2020, vol. 68, pp. 1875–1901. DOI: 10.1007/s11423-020-09807-z

For citation: Kozachek A.V., Makhmudov I.A., Denisova O.I., Baksheev A.I. Increasing students’ learning motivation through gamification. CITISE, 2025, no. 4, pp. 109-119.