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Copyright of Scientific Research / Elmi Tədqiqat is the property of Azerbaijan Science Center and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Gamification is a powerful tool of modern education, but its successful implementation requires careful planning that takes into account the academic context and the individual needs of students. The authors tested a new narrative model of gamification, which integrated game elements and storylines to create a more interactive and motivating learning environment. The model involved stories and scenarios that linked various tasks and activities to immerse students in professionally relevant situations. The model was based on gamification principles, game mechanics, interactive tasks, social interaction, and adaptive feedback. The narrative contextualized learning, thus enhancing students’ engagement, motivation, and professional identity. The experiment (September-December 2023) gamified a course of Professional Ethics and involved first-year students of Clinical Psychology (n = 31), Voino-Yasenetsky Krasnoyarsk State Medical University. The narrative model of gamification fostered a more positive attitude towards the future profession, increased students’ engagement, and enhanced their interest in the academic process. Storylines, roles, personages, problematic situations, and unpredictability ensured students’ deep immersion in professional situations and contributed to the development of important ethical and professional qualities. Gamification has a great potential for improving the quality of higher education, making the learning routine more exciting and effective.

The work is devoted to the study of the problem of gamification of mathematics teaching in primary school using methods of studying pedagogical experience, comparing and generalizing the results of observations, analyzing scientific articles and the content and structure of didactic games in mathematics. The urgency of the problem is due to the digital transformation of education currently taking place. Digitalization of education in the context of teaching mathematics in primary school entails the need to develop new learning tools. Such teaching tools should contribute to the development of students’ mathematical skills, while meeting the needs of students of the digital generation for the form of information presentation. Digital didactic games can be used as an effective means of teaching mathematics at school. The potential of such games in the formation of students’ mathematical and logical skills, cognitive motivation is indicated. In the mathematical content of the game, it is proposed to provide for a change of types of educational activities. This will expand the range of skills formed through digital play, make it more dynamic and interesting for students, which will contribute to their involuntary learning. To develop the skills to perform various graphical constructions using the tools of modern graphical calculators, it is proposed to include tasks at certain stages of the game, for which digital tools can be used (online calculators, electronic programs, mobile applications, etc.). The conclusion is made about the expediency of using digital didactic games in the process of teaching mathematics to schoolchildren.

Digital technologies development stimulates game elements inclusion into culture and different spheres of society. The identification of regularities and specifics of this process became the purpose of the study. The research methodology was based on the J. Huizing’s “man playing” concept and K. Verbach’s system description of gamification mechanisms. On the basis of these concepts, a grid of typical features of gamification has been compiled and gamification processes in different sociospheres analyzed. The research methods included the emerging gamification practices analysis. Based on the analysis results, trends and risks of implementing the game element into culture have been identified. The complex influence of gamification process on society and culture is manifested by consumers’ demand for interactivity, personal participation, and involvement (immersiveness) in almost all types of activities. These needs are strengthened under the influence of clip culture, making it easier for individuals to assimilate disparate and fragmented pieces of information. The request for immersiveness is closely related to the human need to be the author of the “text”, to control the plot, to create a plurality of readings (hypertext). It has been shown that gamification stimulates innovation in various areas, leads to the emergence of new products, processes, and services. The main risks of gamification development have been highlighted: hyperorientation to entertainment in areas that traditionally involve effort, and manipulation of people’s behavior in areas related to “shoulds”.

Background. Among the key trends influencing education today, the following stand out: “massification” and internationalization of education, turbulence of the world economy, “digital revolution”, technological innovation. Gamification has become a popular tool for solving various problems of varying degrees of complexity and today is confidently used in areas including business, personnel management, healthcare, and education. The purpose is to examine the application of gamification in teaching economics to medical students. Materials and methods. When working on the article, we used an analysis of sources containing experience in the use of gamification by domestic and foreign scientists, generalization and systematization of the results obtained, modeling of the educational process, a pedagogical experiment on modifying existing economic games and using them in practical classes in economics, observation of behavior students in classes using gaming technologies, analyzing the results of using games. Results. The characteristics of generations differ in different countries depending on the economic, social, political and other conditions of the development of society. Taking these characteristics into account, educational standards and teaching technologies are changing. Educational technologies used in the process of teaching economics to students of generation “Y” required significant improvements for teaching to students of generation “Z”. The idea of using gaming technologies, which is actively used in our time, cannot be called completely new. The classics of pedagogy K.D. Ushinsky and Sukhomlinsky V.A. spoke about the need for games in learning. The authors conducted a pedagogical experiment on introducing gamification into the teaching of economics to medical university students. At a medical university, students study economics in their junior years, when they themselves are still dependent and, with rare exceptions, have no experience of earning money on their own. The use of games, common in teaching economics at specialized economic universities, presupposes a well-developed economic thinking and knowledge base. For medical students, gamification tools require significant adaptation and refinement. Also, when introducing games into the learning process, it is necessary to take into account the different perceptions of students of generations “Y” and “Z”. Generation Z is closer to computer games and, accordingly, there are opportunities for their use in education. However, as the experiment showed, these students willingly take part and show interest in classes using the classical principles of board games. As a result, approaches to introducing gamification into teaching economics to medical university students have been developed. An analysis of gamification as a tool for developing interest and motivation of students was carried out, taking into account the theory of generations. As part of gamification, board games were modified and tested, which allowed students to develop skills in applying economic knowledge in future professional activities, including the commercialization of scientific developments.

The authors discusses an innovative approach to building and developing mathematical ability and economic acumen through the Math Wonderland application. It also demonstrates how gamification and interactive methods help to increase students' motivation and make the process of applying mathematics more fun and effective, showing how close the links between mathematics and economics are. The game was developed by the authors of the study using Blender and Unity tools. These modern tools and technologies make it possible to animate all the tasks offered in the game for the development of logic, wit, memory and spatial thinking. And well thought-out adaptability and individualization of difficulty levels allow the game to be used by children with different degrees of mathematical skills (the target audience is children aged 5 years and older). The results of testing the game in schools confirm its effectiveness in teaching math, developing critical thinking and economic literacy.

This article makes an attempt to streamline existing sociological approaches to studying culture of digital society. First of all, the phenomenon of digital society is characterised and defined. Its specificity is revealed. Then the transition is made directly to the phenomenon of culture of digital society. The main objective of this article is to show connection between the concept of culture of digital society and sociological theories of culture. To achieve it, the article provides a review of sociological theories of culture. In particular, the theories of P.A. Sorokin, T. Parsons and M.S. Archer are considered. The article demonstrates the specifics of the culture of digital society. The historical stages of development of this phenomenon are highlighted. A trend towards digitalisation of public life is identified. Next, the concept of culture of digital society is discussed directly. The final part of the article emphasises the connections between the culture of digital society and general sociological theories of culture. Finally, new research questions regarding further study and conceptualisation of the culture of digital society are posed. In conclusion, the author accentuates the necessity to conduct empirical research on specific and general cases related to the studied concept.

Introduction. The article concerns the problem of digital technologies influence on political processes. The main goal of the paper is clarification of trends and perspectives of digital technologies in their application to political practice.Methodology and sources. Paper’s main approach is analysis of contemporary trends in artificial intelligence in context of political practices. Modern applications of AI-technologies in political practices examined on works of S. Russel and P. Norvig.Results and discussion. Analysis of trends in digital technologies application in political process shows that it could be distinguished three stages in transformation of politicalpractices. On the first stage analogous technologies are dominated despite those digital technologies exist and apply widely in human lives. On the second stage digital technologies are widely applied by politicians but citizens couldn’t actively influence in political process. The third stage make internet users true actors of political practices. On the same stage artificial intelligence systems concerned to big data is vigorously introduced in politics. Contemporary political systems in many ways based on success in AI-technologies however there is no full confidence in such a success in near future. Mass introduction of AItechnologies in politics has also negative influence on labor relations in society.Conclusion. Review of digital technologies application in political practice shows positive trends as well as negative ones. The answer on question how minimize negative effect of degradation of labor relations is still to be found.

The article is aimed at studying modern HRM systems on availability of gamification function in the context of the HR business processes. Business technologies have changed the way companies do business. Companies have to adapt to changing technologies and market fluctuations, but they can’t succeed if they have an unmotivated team that doesn’t want to change. Gamification is an effective way to increase staff productivity. In addition, it has a positive effect on attracting and retaining employees, most of whom do not like routine processes, but they enjoy playing games. Gamification of the HR processes and procedures can turn a boring experience into an immersive game that takes employees to the next level. The article defines that gamification is based on many game attributes and strategies that it applies to a wide range of real business processes, transforming non-gaming experience to motivate staff actions and achieve company goals. Gamification is rapidly transforming businesses around the world, creating new ways to engage employees, expand relationships, and increase loyalty and encouragement, and leverage the motivations and desires that are natural in everyone. The existing HR processes of modern companies are analyzed and the most gamified ones are identified. Taking into account the large number of HRM systems for the needs of any company, the best ones that offer elements of the game for use in the implementation of HR processes are examined. The functioning of gamification in modern HRM systems can help increase the efficiency of the employee development process, reduce training costs and increase involvement in these training programs. The success of gamification implementation depends on the correct choice of methods and tools, as well as on the organizational culture and approach to HR management. Companies should study their own needs for new technologies, which, of course, causes close cooperation with developers of HRM systems. The analysis of scientific papers and practical activities of companies shows that the main gamified HR processes are selection, training, adaptation, motivation, performance management and staff evaluation, but there are others that require creative innovations and solutions, which actualizes further research in this direction.

The relevance of the research is due to the imbalance and high level of systemic risks accompanying the development of postmodern society. One of the ways to rationalize the stochastic and heuristic factors of social development of post-modern society is the sociological concept of gaming, which is applicable both at the society level as a whole and for one of its key institutions - the institute of social management, which ensures the stability of social development in the conditions of bifurcation and systemic risks of modern technogenic Western civilization. The methodological basis of the research is the so-called. Bourdieu’s “structuralist constructivism”, recognizing the interdependence of objective social structures and social practices of actors, on the one hand, and the existence of some matrices of a social action of an individual, determining its practical ability to construct social objects, on the other hand. Using the concept of game habit and P. Bourdieu’s social fields, the authors point out the possibility and relevance of the use of gaming techniques in the social management system, the reflexivity of the social subject and the rejection of the rigid dictatorship of social institutions becomes one of the social actor's life strategy in postmodern society. The authors conclude that the use of the gamification method in social management allows to rationalize the stochastic factors of social evolution and to increase the efficiency of performing one of the central functions of the institute of social management, that is ensuring the sustainable development of society.

The article is a summary of the work carried out by an international team of experts as part of the first intellectual output of the i-CONTENT project: A Toolkit for Educators and VET providers for the design and development of online interactive gamified content, funded by the Erasmus+ Programme, which aims to serve Trainers and VET providers (mainly SMEs) delivering non-formal initial and continuous VET courses who wish to transform the typical classroom led course delivery into an online interactive gamified learning experience (asynchronous and synchronous learning) allowing them to meet current market needs and enabling them to target the global market. Partners from five countries (Poland, Italy, Greece, Cyprus, United Kingdom) conducted research on two target groups – VET trainers and students, in order to determine what online tools are used by trainers to create online courses, which prompts students to enroll in an online course, and what key elements they believe are necessary to keep the course engaged and what makes the course attractive. Based on the results of the research, the authors have developed “A guide for the design phase of the interactive phase of an online course” containing information on designing attractive and effective course content before moving to the development phase, how to set goals, structure, and define learning outcomes.

The issue around which this study focuses is gamification, which takes into account the peculiarities of adult learning, the essence of cognitive mechanisms and the way of acquiring new knowledge by people who, in order to learn effectively, want to influence and decide what to learn, at what time and they take full responsibility for it. The text presents the possibilities of using gamification in the context of formal and informal education of adults. The first part of the text discusses the definitional approaches operating in the literature and the basic understanding of gamification. Then its internal and external structures and processes are discussed. The author highlights the advantages of gamification as an effective motivational strategy in adult education. The advantages are analysed in the context of the self-determination theory of Edward L. Deci and Richard M. Ryan.

The article provides a brief overview on interview as a method for studying the opinions of children, their life experience, and emotional experiences. The analysis of the method is based on the principles of the new sociology of childhood: equal communication, agency of children, involvement in decision-making concerning the lives of children. A definition of methodological inclusion is given as a mechanism for adapting a method to the characteristics of a social group. The following aspects of the children’ interviewing are identified and described: in-depth study of the interview script, taking into account the characteristics of age and the inclusion of elements of gamification and projective techniques in the interview script, selection of the best interview venue, selection of interviewers and more thorough briefing due to their age, dynamic interviewing with switching activities, flexibility in conducting interviews in accordance with the individual characteristics and development of the child, contact with a parent or other responsible person before and after the interview.

Problem statement. One of the priority tasks of modern society is the creation of conditions conducive to the upbringing and development of a creative personality. The computer science course has a didactic potential in terms of the formation of initiative, independence, imagination, the ability to set and solve problems. The presented study aimed at substantiating the effectiveness of game mechanics use in teaching computer science to solve the problem associated with the need to develop the creative thinking of students. Methodology . The mechanics “Achievement,” “Reckoning on trust,” “Fun once - always fun,” “User progress” are implemented with game elements and methods in the study of theoretical computer science. Resources of digital services (interactive whiteboards, random selection generators) are used for gamification. The base of the experiment is a secondary school with in-depth study of individual subjects in the Stulovo village (Slobodskoy district, Kirov region). The study covered 74 students of the seventh grade (64% - girls and 36% - boys). The average age of the respondents is 13 years. Statistical processing of the results was performed using Pearson's chi-squared test. Results. During the game, students study theoretical material, solve a system of creative and non-standard tasks on the topic “Measurement of information.” For each game mechanic, a goal, tasks, sets of rules and restrictions are defined. Statistically significant differences in the qualitative changes that have taken place in the system according to the levels of development of creative thinking are identified. Conclusion . The features of the presented version of the application of game mechanics in teaching computer science in terms of the development of creative thinking are described: taking into account the age characteristics of students when formulating message texts, inclusion of digital services, combination of oral and written speech with interaction on a computer network.

The main objective of the paper is to discuss the themes of war and heroism used in films and video games, and how those topics are shown. At the beginning, there will be a short review on basic definitions of a hero. It will be useful to understand how essential the hero is to people and culture. The next steps will explain how the heroism is shown in films and why war films are at the same time pro- and antiwar productions. In relation to video games, the topic of heroism will be explained on the example of a gamification of a war zone, and how it can be dangerous for perception of the war by players. Also, the differences between heroism in films and video games will be shown in popular examples.

This article is devoted to the study of problems that may occur within the framework of biopolitical approach implementation in the context of contemporary urban management. Considerable emphasis is made upon the study of the media phenomenon development, formation of media architecture infrastructure as an approach of the biopolitics of emotions. The aim of the study is to form a consistent comprehensive understanding of the current trends in the practical implementation of the biopolitical approach methodology while analyzing the specifics of the mediatized space in contemporary city. The article analyzes particularities of nowaday communication in a virtual environment, its impact on the psyche of a moden person, and also raises the problems of contemporary media which has not only acquired the character of abstract information transmitted in distribution, but is embodied in the certain structural specifics of buildings, that has given rise to the development of such a phenomenon as media architecture. The result of the study is an analysis of the problems and prospects of the tendencies of the development of a modern city from the point of a biopolitical approach to urban management in the context of the (trans)formation of the media architectural infrastructure. The main problems, as the study shows, are caused by the lack of proper regulation of urban planning policy implementations from the standpoint of providing a comfortable environment for the life of the urban population. This article is intended for specialists in political science, as well as for researchers whose studies are devoted to the digital biopolitical aspect of modern urban governance.

Copyright of Vocational Education is the property of Az Buki National Publishing House and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

There are many publications about the importance of emotions in the educational process. They prove that emotions are an effective management tool, including the attention of students. However, the practical application of this tool remains outside the scope of research, that is, there are no methods for managing emotions. This article offers the experience of transferring theoretical concepts into practice using all basic emotions in the context of the main forms of studies at the university.The aim of the research is to analyze the features of the use of emotions in the educational process in higher education and to offer practical tools for managing emotions.Research methods: content analysis of specialized literature, morphological analysis of all basic emotions and basic forms of employment, descriptive analysis for presenting emotion management tools, their main advantages and disadvantages.Results: correspondence of emotions to learning goals and forms of classes was obtained, a method for managing students’ emotions was developed, a test example of applying the method was given, the capabilities and limitations of the most common tools for managing emotions were analyzed: teaching metaphor, storytelling, facilitation, and gamification.Practical use. The results allow managing the students’ emotions in the context of solving educational and methodological problems. The proposed tools are universal and can be used in teaching technical and humanitarian disciplines to increase the emotional involvement of the audience in the educational process, as a motivating component, thereby increasing the quality of mastering the material.Discussion. Since excessive emotions can block the cognitive abilities of students, lead to emotional “sticking”, methods of harmonizing the cognitive and emotional components in the educational process are needed.

The current state of society is characterized by the multidimensionality and non-linearity of social processes, mobility of social structures, dynamism and inconsistency of cultural transformations. Modernity is difficult to describe and understand; as a result, there are many attempts to conceptualize it with the categories of risk, consumption, McDonaldization, etc. An important feature of modernity is global locality which implies the complex interaction of global and local social-cultural systems in every regional and national society. One of the global trends of our time is the change in forms of social tension, which is determined by the processes in the sphere of culture, terminal and instrumental values, and motives for social activity. The article considers the relationship between these processes and changes in the system of life values of the Russian youth. The authors believe that these changes are caused by new forms of social tension, which are the result of the global-local cultural matrix. The classical forms of social tension, determined by the high social value of success and the lack of institutional means to achieve it, were described in the middle of the 20th century by R.K. Merton. Contemporary forms of social tension are supplemented and modified according to the changes in the value-motivation sphere. Tension is ‘psychologized’: under the cultural mosaic of the global-local society, the ‘discourse of self-realization’ prevails and replaces the ‘discourse of success’ of classical modern societies. These changes determine the specific content of the youth’s system of life values, and egocentricity and individualization become its key features. Students as the most globalized and reflective part of the youth are especially influenced by these cultural trends. These processes are considered on the basis of large empirical studies of the youth in the Krasnodar Region. The data of surveys of young people aged 14 to 30 in the Krasnodar Region (N = 7898) are compared with the data of the survey of university graduates (N = 2051) to clarify the life values of the regional youth and the factors affecting them.

Game technologies (including computer-based ones) applied for teaching English have long occupied an important and permanent place in the structure of the lesson. They are very helpful in developing intercultural communicative competences as well as increasing motivation and self-organization. The purpose of this study is to objectively show how game methods of work and gamification techniques are actually implemented by modern teachers in English classes in both full-time and distance education. The theoretical significance of the study lies in the analysis of empirical psychological and pedagogical research on the problems of teaching English by both domestic and foreign scientists, on the basis of which the authors have compiled a questionnaire to summarize the experience of English teachers, classify electronic games and gamification techniques in the classroom. The study sample consisted of 48 English teachers with teaching experience from 1 to 13 years, the age range of their students being from 3 to 60 years old. The teachers used the questionnaire to analyze their experience in using gamification techniques and game technologies both in face-to-face and online lessons. All the teachers used game methods of work and gamification techniques in their classes regardless of the students’ age. The games that the teachers included in their lessons could be conveniently classified into didactic games (used by two-thirds of the teachers), multiplayer cooperation games (included by every fifth teacher) and hidden object games with a non-linear plot (used in class by a quarter of the teachers in the sample). Most of the teachers who used the gamification techniques noted a steady increase in students’ motivation in the classroom. The practical significance of the research results lies in the possibility of building an individual trajectory of self-education and professional development of English language teachers both in basic and in supplementary education. The generalized practical experience of the teachers who participated in the study can be used as the basis for methodological and pedagogical recommendations for improving informational and communicational competences and pedagogical skills of English language teachers.

The purpose of the study is to substantiate and test an interactive methodology that involves the active interaction of a high school student - a moderator and schoolchildren in the process of developing their competencies in the field of information security, allowing them to successfully socialize in the information environment. The relevance of this problem is due, on the one hand, to the process of informatization of all spheres of society’s life and the demand in this regard for the subjects of society who have both knowledge in the field of information security and the ability to ensure their own technological, ideological and psychological security and, on this basis, objectively analyze and evaluate information coming to them, taking into account the threats contained in it. On the other hand, the need for practice in the methodological support of the process of teaching schoolchildren the basics of security on the Internet and the insufficient development of this issue in pedagogical science.Materials and methods. To achieve this goal, we used a systematic approach to create a model of an interactive methodology for teaching schoolchildren the basics of information security, an activity approach that allows us to activate the process of interaction between subjects of cognitive activity and the possibility of increasing its effectiveness based on gamification. The following methods were used in the work: analysis of pedagogical, psychological, scientific, technical and methodological literature on the research problem, systematization, generalization, experiment, questioning, testing, survey, diagnostic methods (methods of Internet addiction by S.Kulikov and Kimberly-Young in adapted by S. Loskutova), and methods of mathematical statistics and visual presentation of results. The experiment involved 66 schoolchildren from the fifth to the ninth grades and five high school students as moderators of school No. 28 in Magnitogorsk.Results. As part of the study, an interactive methodology for teaching schoolchildren the basics of Internet security was developed and tested, implemented as part of extracurricular activities based on the author’s program, developed on the spiral principle of presenting the content of training, interaction between a teacher, a high school student - moderator and schoolchildren on the principle of mentoring, using gamification. The game scenario developed by us on the principles of gradual complication of situational tasks depending on the age of schoolchildren (gamification mechanics), cooperation (gamification dynamics) and motivation (gamification components) is implemented as a mobile application with elements of additional reality. Within the framework of this methodology, senior students act as mentors for students of middle school age. The study of the opinions of schoolchildren indicates that they are satisfied with the process and the result of education.Conclusion. The proposed interactive methodology for teaching schoolchildren the basics of security on the Internet, combining elements of traditional and e-learning as part of extracurricular activities, ensures the involvement of school-children in the educational process based on the development of external and internal motivation, increases the productivity of their cognitive activity, eliminates formalism in interactive interaction and allows effective implement monitoring and evaluation of learning outcomes.

The article presents the results of a study carried out at Bauman Moscow State Technical University (National Research University) in order to identify students’ expectations regarding the directions of professional education transformation. Based on the results of the analysis of student’s essays, the following priority technologies that students consider innovative were highlighted: 1) developing social competencies, 2) contributing practice-oriented learning, 3) gamification, 4) visualisation (taking into account modern technologies), 5) tutoring (mentoring, coaching). As the main innovation of the last two years, students note distance learning, the distance technologies integration into the traditional educational process. The results of the study may be of interest both to the universities management and to the teaching staff.

Введение. Исследование посвящено историко-педагогическому анализу проблемы геймификации. Актуальность исследования обусловлена недостаточным уровнем обоснования как самого понятия, так и его содержания, особенностей применения ведущих идей данной теории в образовании. Цель статьи – выявить и обосновать особенности становления ведущих положений теории геймификации в российской педагогической науке (1992–2021 гг.). Материал и методы. Методологическими ориентирами на различных этапах исследования являлись основные положения диалектического подхода, системного подхода в историко-педагогическом исследовании. Теоретическое исследование осуществлялось на совокупности изданий научной электронной библиотеки (www.elibrary.ru), опубликованых в 1992–2021 гг. Методы исследования – теоретические: анализ философской, психологической, педагогической литературы по исследуемой проблеме; логико-исторический и системный. Результаты и обсуждение. В процессе исследования мы пришли к выводу, что геймификация – это современная педагогическая категория, «описывающая применение в обучении подходов, характерных для компьютерных игр», чье использование обеспечивает мотивацию участников образовательного процесса в экосистеме образовательной организации, способствует их оптимальному взаимодействию, личностному и профессиональному развитию средствами специальных геймметодик. Становление теории геймификации в образовании России осуществлялось в рамках ряда этапов. На первом этапе развития теории геймификации («Становление представлений о геймификации в российской педагогической науке» (2010–2015 гг.)) в первую очередь были обобщены и оформлены разрозненные данные о зарождении самого феномена, описаны теоретические предпосылки его возникновения, сделаны попытки обоснования понятия и особенностей феномена геймификации, представлены отдельные материалы о процессе геймификации и его специфике применения в различных областях жизнедеятельности человека, в том числе и в образовании. На втором этапе («Оформление ведущих направлений изучения феномена геймификации в России» (2016–2019 гг.)) были определены отдельные ведущие методологические и теоретические основы, заложен фундамент для обоснования концепций организации образовательного процесса с использованием элементов геймификации в высшей школе, сформулированы задачи геймификации для организаций общего и дополнительного образования детей. Для третьего этапа («Формирование и систематизация ведущих идей теории геймификации» (с 2020 г. до настоящего времени)) характерно количественное накопление научного знания о феномене, формировании его элементов на теоретико-методологическом уровне и создании элементов современного технологического продукта. Заключение. В настоящее время в становлении данного феномена наступает новый этап, позволяющий на качественно новом уровне обосновать содержание геймификации как современной образовательной технологии, а также на принципиально новом уровне организовать сетевой образовательный процесс в онлайн- и офлайн-режиме.

The relevance of this study is due to the practical significance of the issues of using game mechanisms in the process of teaching mathematics, the lack of research into the issues of symbiosis of game and didactic technologies in mastering complex mathematical knowledge, the need to search for effective technologies to establish how they affect the development of students and the formation of a modern style of thinking. The analysis of global trends and practices of introducing elements of gamification into the education system has shown that the mastering of complex knowledge and patterns of mathematical activity, the solution of problem areas of mathematics at different levels of learning and complexity is carried out by a complex of mathematical and information methods without the integration of game elements. It has been substantiated that gaming technologies in combination with the informatization of mathematical activity give a powerful motivational charge to the study of mathematics, actualize the processes of self-organization of cognitive activity, and contribute to the development of a probabilistic style of thinking. The purpose of the study is to provide a theoretical substantiation and effective methodological support for the process of professional development of mathematics teachers in the context of gamification in mathematics study with the effect of developing a probabilistic style of thinking. The authors have developed an arrangement mechanism and determined the content of scientific and methodological support for teachers working in the constituent entities of the Russian Federation to provide additional educational services in the context of gamification in education. The developed materials, in particular, include evaluative case tests for identifying competence deficiencies in teachers, which ensure the formation of a probabilistic style of thinking based on gamification processes by managing the information saturation of the motivational field of learning. In addition, the authors proposed an additional professional education program for teachers, Mathematics in Gaming Activities (Business, Didactic and Intellectual Games) , and developed new forms of certification and assessment materials (gamification-based didactic solutions and effective practices). Using the concept of gamification, it was possible to demonstrate the activation of cognitive and motivational structures, in particular, the effective development of a probabilistic style of thinking in the process of mastering complex mathematical knowledge through its adaptation to school mathematics. The results of the study allow making it possible to bring the process of teaching students and developing their personalities to a modern qualitative level using current achievements in the field of digitalized education.

In this article, using general scientific methods and approaches, the issues of the use of game models and automation of control in the teaching of mathematical disciplines are considered. The theoretical aspects of control automation in the process of teaching mathematics are investigated. A possible toolkit for the development of gaming applications is considered. In solving the research tasks, HTML and CSS languages were used with the tools of the jQuery library to create applications "Mathematical Memoris" and "Mathematical Domino". Based on the results obtained, the methodological foundations of the use of gaming applications in the educational process are proposed.

The modern cultural situation contributes to the rethinking of many areas of human activity that once seemed basic. This is how the image of education which in European culture is traditionally associated with the discipline of mind and will and therefore with extreme seriousness has been changing dramatically. The possibility of such an approach was closely related to the value of knowledge which was once unconditional. However, modern media sources which made knowledge accessible and the patterns of obtaining it ordinary have removed the educational sphere from its common position. Today we see how education is reforming its own aims and objectives and what new methods it attracts in order to keep being an integral part of the personality development in culture. In this article, we will consider one of the aspects of the transformation of education, specifically, the search for new motives for learning. Our goal will be to characterize the educational potential of mechanics drawn from areas such as humor, fiction, and play. All the three phenomena are traditionally perceived rather as part of an entertaining, “not serious” sphere of human activity. We will try to prove their effectiveness in relation to new challenges in the educational area that are generated by the era of new media technologies.

The Russian language has been studied in Chinese educational institutions for more than three centuries, gaining more and more popularity. In the context of strengthening cooperation between Russia and China in the socio-economic, cultural and educational spheres, the knowledge of the languages of both countries becomes especially important. Currently, many Chinese schools, universities and language centers offer the study of Russian as a foreign language, and there are hundreds of Russian language teachers working in the country. In recent years, Russian language teaching has become possible in a virtual educational environment, including in a distance format at Russian universities. Digital resources and opportunities for learning foreign languages are widely used in China: more and more students choose the Internet and various virtual services to learn Russian. Chinese students of the Russian language take online lessons from native speakers, use a variety of applications, websites, dictionaries, and translators for the Russian Language translation. One of the main problems when studying Russian by Chinese students is the problem of rapid and successful formation of communicative competence. We believe that the most effective intensifying technologies in working with Chinese students are the activation of internal reserves of the individual, high motivation. They can be achieved using the project method and the gamification of the learning process. In the context of online learning, the most effective means of forming communicative competence by creating a Russian-language virtual environment is the voice assistant “Alice”.

Technology has increasingly become a key component of teaching and learning, particularly with the rapid shift to delivery through online platforms as a result of the ongoing COVID-19 pandemic. In 2020–2022, students who studied online often struggled to achieve key learning outcomes and receive lower marks than their on-campus peers, demonstrating reduced engagement in an online environment. A shared concern identified within the School of Architecture, Design, and Planning at the University of Sydney, was the ability to deliver a sense of physical experience to students who are studying online. This paper details our proposed solution to improve engagement in online tutorials through a "Hybrid Model" that: leverages rapidly advancing virtual reality technology; integrates the fundamental principles of gamification and incorporates experiential learning into the learning process. These three key areas are further supported by a recommended tutorial structure or time proportion model. The manuscript presents the developed theoretical hybrid model informed by existing literature and studies; and illustrates this theory by examples of practical implementation and initial proof-of-concept studies. The manuscript further discusses future research that will focus on in-depth user studies and rigorous evaluation of the approach.

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The purpose of this study is to analyze the results of the professional development program “Digital Pedagogy of the Modern University” held at the Philosophy Department of Moscow State University. In today’s increasingly mediated everyday life by digital technologies, the Internet, and virtual communicative environments, traditional education is getting a new lease of life. While digital devices have long been an integral part of modern life, social, cultural and educational institutions are struggling to keep up with the rapid pace of change. As the coronavirus spread across the world, universities moved classes online to prevent coronavirus spread. The program “Digital Pedagogy of the Modern University” was aimed not at the permanent movement from face-to-face to online education but the desire to implement an interim solution for emergency remote teaching and discuss the challenges. During the program, the organizers considered both methodological issues of creating courses and current trends in educational development, psychological aspects of network communications in a distance learning, and much more. The emphasis was made on the reflection of moving to online teaching. The survey on the results of the program showed that the impact of the experience of distance learning was a complex phenomenon. This study may serve as a basis for further discussion.

The urgency of this study can be attributed to the high pace of development of modern distance learning practice and the need for analysis and theoretical understanding of new training formats in line with computer linguodidactics. In this regard, the purpose of the study is to analyze the prospects for using mobile training and gaming applications as a means of fixing and diagnosing language mistakes and controlling the acquisition. The object of research includes the methods of application of mobile learning game apps in teaching Russian. The theoretical and methodological basis included modern Russian and foreign studies devoted to the problems of the use of electronic gaming technologies, specifically those based on computer modeling of interactive 3D space, mobile technologies, computer games and applications in Russian language teaching. The article employs a complex of methods adequate to the object of study: the method of direct observation; description including observation, data comparison, classification of research objects, generalization and interpretation of the information received. It also uses empirical methods such as analysis and generalization of pedagogical experience, methodological experiment and questionnaires. The study has resulted in a description and characterization of the use of mobile educational and gaming applications in teaching Russian basing on the example of the app “Priklyucheniya Kiberkota” (The Adventures of Cybercat). The perspectives of use of this type of apps as a learning tool are analyzed in linguometodological aspect, based on the results of the experiment, and in the aspect of pedagogical psychology, based on answers to the questionnaire. The implicit control principle was formulated, and the place of educational and gaming applications in the general classification of mobile software was determined. The article also discusses the concepts of “gamification” and “educational cyberquest” in the field of mobile educational and gaming applications. The research results can be used in the design and development of educational and game software systems and applications. The expansion of the practice of using such electronic educational systems will open up new vistas in the Russian language teaching and self learning. The main expected results of using such applications are: optimization of the format of extracurricular education, an increase in motivation and a decrease in the negative psychological effects of students’perceptions of the educational process. In order to expand this practice, it is proposed to consider educational applications developed on the basis of game mechanics as a learning tool. The proper example is “The Adventures of Cybercat” application developed by the scientific and technical team of the Pushkin State Russian Language Institute.

The relevance of the research is justified by the need to study the relationship between motivation and assessment as key aspects of learning French. This interdependence presupposes the search for the latest approaches to assessment, that apart from aiming at the final outcome of learning, are also focused on the student’s development (progress). From that perspective it is particular importance to resort to gamification that provides for applying game mechanics to non-game contexts. This approach has recently become a widely-held across a wide range of industries demonstrating its potential in education. The main purpose of the scientific research is to highlight the main aspects of gamified assessment in French-as-a-foreign- language lessons. The scientific novelty of the paper is defined by in the fact that for the first time it outlined the main mechanisms of gamification as assessment tool. The author applied the method of critical analysis of the scientific sources and the method of scientific observation of the pedagogical process. Conclusions. Gamification in the context of assessment involves introducing game elements in order to make it more approachable and thereby to assure students’ engagement and motivation when conducting the assessment. Gamification as a tool can be applied to the design of innovative tasks related to assessment. It is argued that the inclusion of some aspects of the gamification technology can have a positive effect on the development of innovative assessment system. However, reasonable combination of such technologies with already existing teaching methods can be viewed as a guarantee of students’ effective formation of French competence in the process of foreign language learning.

The article is devoted to the substantiation of efficiency of use of the technique of creative workshops with application of a technique «peer-teaching» in studying business foreign language by students majoring in Administration. The article considers one of the interactive methods, the method of conducting creative workshops, which is the most difficult of all the possible modern interactive methods when learning a foreign language. The technique of «peer-teaching» is rather briefly considered, some of its positive aspects are defined. The peculiarities of the methods of creative workshops during their preparation and conducting by students are considered in greater detail. The article identifies the positive aspects and results of creative workshops using the method of «peer-teaching» by students in the field of Administration. The methodology was considered in terms of its ability to meet the modern requirements of students. Also, it is considered as a modern methodology that is not only effective for learning a business foreign language, but also provides an opportunity to form new or consolidate the acquired professional knowledge and skills that future professionals in the field of Administration should have in order to become competitive professionals. not only on the Ukrainian but also on the international labor market. The testing of the workshop technique with the application of the «peer-teaching» method took place in a group of second-year students majoring in «Entrepreneurship, Trade and Exchange Activities» during business foreign language classes. Before implementing the methodology, students were asked about their experience of performing individual tasks during the use of old methods and after the workshops, students evaluated the workshop methodology its results in what concerns the acquired knowledge. Due to the results obtained after practical application, the article proves that the method of creative workshops together with «peer-teaching» solves some modern problems that arise when learning a foreign language: 1) achieving high performance in a short period of time; 2) ensuring the active participation of the learner in the study of the discipline; 3) ensuring the motivation and interest of the student in the discipline and learning in general; 4) the use of innovative technologies, 5) activation of the creative potential of the learner; 6) formation of the ability to apply the acquired skills in practice in future professional conditions; 7) formation of new skills and consolidation of the acquired ones that will be useful in further professional activities

Gamification is a new management approach implying the use of computer games technologies in non-game contexts, particularly to improve motivation at work and efficiency of organizational processes. The key assumption is that introduction of game elements into the working routine can increase employees motivation, involvement, and loyalty. The first attempts of sociological reflection on gamification were based on the critical approach and concluded that this technology could only exacerbate inequalities, exploitation, and control. However, this claim remains unconfirmed, partially due to the fact that the available evidence was provided by the managerial research that focus mainly on the gamification efficiency. The article is based on the analysis of gamification projects in eight companies and aims at testing the claim of critical sociology that gamification is mainly a tool of control and exploitation. Today gamification is a multifunctional technology and solves different tasks: increases productivity and quality of work operations, stimulates organizational communications and knowledge transfer, learning, teambuilding, control, and employees loyalty. Gamification can have positive effects, but often they are short-term and accompanied by side effects. Generalization of the available data does not support the conclusions of critical sociology; however, in some cases, gamification is used to strengthen control and reinforce the structural inequality. The critical approach tends to underestimate the influence of institutional and sociocultural factors that make the company strive for a balance of actors interests, and employees strategic planning. Thus, gamification, despite its ambiguity, has a positive potential - it is capable of improving the quality of human and social capital.

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The article presents the factors influencing the learning outcomes in distance format, modern types of e-learning and factors that affect the educational motivation of users in online courses. The features of educational motivation are considered and the process of motivational design in e-learning is presented. As a key method of increasing motivation and involvement in the educational process of online courses, the article describes the technology of gamification. The paper also presents the «Octalize» method, developed and applied for the balanced and effective use of gamification techniques, assessment of the main motivational factors, as well as for the analysis and design of optimal conditions for the presence of game elements in the educational process.

This article deals with the question of how games can affect people’s future. The author claims that the main mechanism of this influence is gamification. The features of this process make it a way of preparing people to function in reality created as a result of the development of digital technologies. It is possible to indicate three main areas of the realization of this function of gamification. The first one is progressive virtualization, resulting in the disappearance of reality and multiplication of man’s ways of existence. Gamification teaches how to function in these conditions. The second is the need for constant auto-creation, resulting from the rapidly changing economic and social conditions. Gamification works well here, which can be seen, for example, when it connects with self-tracking. The third is the disappearance of the meaning of life, which is the result of devaluation of various activities in the world of constant change and technical progress satisfying more and more human needs. Here gamification works as a meaning generator, a kind of prosthesis for activities, the performance of which has already lost its external justification. These three aspects form the basis for the recognition that gamification is a kind of transhumanist program that binds human development to technological development.

Background. The paper focuses on manipulating the mass consciousness of the audience. Traditionally, this issue has been considered as an attempt to present the advertising of a TV product as information, but within the digital age, there is a desire to present promotion of TV content as a game. However, the “non-gaming” goals of the institutions that stand behind video games and games in alternate reality may be hidden from the players and serve commercial goals. Objective. The study focuses on identifying and describing the advantages and disadvantages of using gamification in the TV promo-discourse. The author examines examples of using games in alternative reality and also multiplayer online games in real time in order to attract the attention of films and TV series viewers, analyzes the causes of success and failure of similar projects in related fields, and also in science and business. Design. The study is valuable for interdisciplinary approach. Analyzing the use of gamification techniques in the TV promo-discourse the author raises topical issues of media psychology, perception psychology, philosophy of video games, ethics, communicative stylistics and media stylistics. The paper highlights philological methods designed according to the tasks of the research: communicative discursive analysis, synchronic descriptive and synchronic comparative methods. The description of the provisions and forms of persuasive communication as applied to TV promotions includes elements of logical meaning-specific analysis (i.e. argumentative analysis), and also intentional, ethical and psychological analysis. This approach helps to give an adequate description of gamification effects in TV promodiscourse. Results. The author comes to the conclusion that the ability of game mechanics to motivate mass recepients of the TV promo discourse to watch television programs is enormous, but the viewers of the TV channels need to be critical of gamification projects: they have to understand the purposes they are framed to, and take part in projects whose non-gamer goals are merely civil without implying exploitation of the gamer. Framed to the ethical norms gamification in the TV promotion can be both an effective tool for promoting TV content, and also a way to change the social order for the better. Conclusion. Theoretical conclusions of the study of the mass consciousness manipulation through using gamification in TV promotions can be widely used in teaching medialinguistics, speech culture, TV, philosophy of video games, humanitarian researche of video game, etc. The results of this study seem to be useful to media professionals.

The article describes the issues of teaching programming in the school at computer science (Computing) lessons. The authors have analyzed how the school computer science (computing) course has changed in recent years. In addition, an analysis of modern approaches to teaching programming in Russia and Western countries has been carried out. Referring to the research of leading specialists, the authors of the article suggest using the technology of gamification in the teaching of programming in school. The authors analyze the foreign experience in teaching programming in the school and distinguish three main software products: Alice, GreenFoot and Scratch. Based on the discussion organized by Fincher S., as well as the work of Kolling M., Hirsch M. and Horton M, the authors choose to approbate the GreenFoot software shell, which is not common in Russia. An important part of the selection is that the software environment allows you to combine instruction in object-oriented programming using Java syntax and gaming technology. In addition, the authors suggest that the use of the GreenFoot software makes it easier to switch to object-oriented programming for children who have mastered the previously visually-oriented software environment Scratch. The article is not limited to theoretical research. The authors describe the experiment conducted at the school, designed to determine the permissibility and possibility of implementing GreeneFoot at the level of 5-6 grade of the general education school (pupils 10-12 years of age). One of the most important goals of this study was the definition of the "boundaries of entry" of schoolchildren in the course of mastering object-oriented programming using the GreeneFoot environment. In particular, the identification of the initial age and the requirements for pre-training. The article describes the results of the experiment, which was based on the localization and preparation of a test curriculum. In addition, the results of incoming and outgoing monitoring are described, revealing the level of initial training of participants, as well as their interest in programming. The authors presented and analyzed the results of the experiment, in particular, conclusions were made about the prospects for the technology of gaming and the applicability of the GreenFoot environment at the 6th grade level. In addition, the authors identified the ways of further research in the field of developing object-oriented programming by schoolchildren.

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The article discusses the use of mobile applications for foreign language teaching in the higher education system. The article also covers the issues of informatization of education and various aspects of mobile technology use in educational process. The authors discuss the opportunities of mobile assisted language learning and analyse particular aspects of using mobile applications in foreign language teaching.

The article presents the results of an empirical study of the interrelation between dynamic and total individual performance indicators of gaming behavior in the "PLines" game with test measurements of general intelligence and divergent creativity (N = 151). It is demonstrated that the dynamics of point accumulation in the game can be used, with a great likelihood, for relating subjects to determined groups with a certain level of ability (high intelligence and creativity vs low intelligence and creativity). The data that it is the high-test indicators of cognitive abilities that determine the effectiveness of the gaming behavior of the subjects, and not vice versa is another fundamental result of the study. The subjects of discussion are the prospects for further use of this computer game in the diagnosis of ability sets in real life, the need to expand the pool of investigated psychological indicators that contribute to decision making in a situation of uncertainty, and the benefits of referring to the procedural characteristics of solving problems in psychological diagnostics.

In given article the philosophical reflection of the game as a special type of social reality with its specific subject-object and subject-subject relations is conducted. In the epoch of digital reality, videogames become the dominant type of games, which has been phenomenalized into a special type of culture. The phenomenon of videogame culture lies in the fact that videogames form a special space and community, specific rules and ethics, create their own unique material and virtual artifacts. Videogame culture has a significant impact on the socialization, worldview and value orientations of the individual.

Increasing requirements to the content and form of higher education in conditions of digital economy set new tasks for professors: formation of applied competences, the involvement of students in project activities, provision of students’ online support, their individual and project work. The growing load on university professors complicates satisfaction of these requirements. The development of the professors’ network interaction makes it possible to redistribute the load for disciplines methodological provision. The article reveals possibilities of professors’ network interaction by using innovative teaching methods including gaming forms and online courses. The research scientific novelty is to implement the professors’ network interaction and experimental application of innovative teaching methods. Network interaction was carried out through the educational process of students’ preparation in following areas: information security, applied information technology, business informatics.

The article focuses on one type of educational monitoring – monitoring of results of students’ educational achievements. Through a prism of modern processes and innovations in the practice of higher education the authors consider functions of monitoring and its problem zones. The paper emphasizes that there are significant changes in teachers’ role and essential target changes in the student contingent. The authors highlight the importance of taking into account the widely introduced practice of gamification while implementing the monitoring processes in education. The effectiveness of monitoring is stipulated by the effectiveness of information exchange between the monitoring system and management system.

The goal of this article was the presentation of the essence of gamification and focusing on the potential which is in this management tool. The special attention was paid to the possibility of creation gamification program proper for using in the case of service personnel management of sport – recreation companies, used for building the personnel engagement and motivating to more effective and productive work.

Uncovers the need to develop new approachesto social work with young people through theuse of modern information technologies.Find the actual material, confirming the relevance of the research topic. Recommendations concerning the expansion of the contentof social orientation in the Internet, use of social networking technologies and computergames in order to form a high moral and Patriotic foundations of Russian society, attracting young people to social work, to assist them inaddressing a wide range of problems.Also provides guidance on the youth socialtourism development as a highly effective and popular with young people method of socialwork.

This article surveys the main directions of gamification of education. Using a typology of formation of educational space in relation to the virtual space when creating educational computer games (Whitton N. 2009), it shows the degree of involvement of educational computer and video games in education of modern children in Sweden, Finland, Australia, USA and many other countries. It marks a re-orientation of this type of games from the needs of an adult in connection to a child, in direction of the child's needs. It shows that the questions of development of effective, environmentally friendly and at the same time securely motivated educational computer and video games, as well as the question of their impact on child's development in long perspective remains open. In addition, the article states that psychological research of educational tools’ gamification is aimed primarily at addressing the problem of dyslexia, leaving unstudied such specific problems of children as dyscalculia, or the effect of education when mediated by virtual space.