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The use of digital games and gamification has showed potential to improve many aspects of how businesses provide education and communicate with consumers. Nevertheless, there is still a requirement for better considerate of how the adoption of games and gamification would influence the process of decisionmaking for customer and organizations across different industry. This article provides a structured review of existing literature on the use of games in the business ecosystem, and seeks to consolidate findings to address research questions regarding their perception, proven efficiency, and identifies key areas for future business. The findings highlight that serious games can have positive and effective impacts in multiple areas of business, including education, decision-support, marketing and consumer outreach. They also emphasize the challenges and pitfalls of affecting serious games and gamification principles within a business context, and discuss the implications of development and evaluation methodologies on the success of a game-based solution.

The paper attempts to comprehend the place and role of moot courts in modern legal education. To achieve this goal, the concept and types of moot courts are considered. The author analyses the order of their organization and conduct as a business game in the course of studying an academic discipline (module) and as a competition (competition) among students of higher educational institutions. The main stages of preparing the team for participation in the modeling process are characterized. The author argues an opinion that there are significant advantages of using moot courts in legal education, and supports it with, apart from other things, the results of the author’s survey of students of Kutafin Moscow State University (MSAL) having taken part in different moot court competitions. The author also identifies some difficulties in the preparation of teams. The author concludes that moot courts have an important role in the training of highly qualified specialists to make them ready to solve complex legal issues and possess all the knowledge and skills necessary for this.

Modern educational information technologies are a powerful stimulus that allows to develop students’ cognitive activity, improves the quality of knowledge, promotes the development of skills of independent acquisition of knowledge. Therefore, the information and communication competence of future teachers is an integral and important component of their professional competence. One of the modern interactive pedagogical technologies, which demonstrates an example of integration of information technologies with common pedagogical technologies (project learning, role play, business game) is web-quest technology. The article considers the basic concepts of web-quest technology, the analysis of problems of preparation of students of pedagogical universities for development and use of a web-quest in the course of teaching schoolchildren Mathematics has been carried out with the emphasis on the need of purposeful preparation of future teachers for creation and use of web-quests in their professional activity. Information and technological support of the educational process is important for a clear organization of students’ accomplishing the stages of the web-quest and achievement of its educational, cognitive and developmental goals. The authors describe the advantages of using the e-learning environment Moodle as an integration tool for organizing work with web quests. Moodle allows not only to post the necessary materials and links to the resources online, but also to communicate between the teacher and quest participants through personal messages, chats, forums, seminars and to evaluate students’ achievements. The results of the web quest can also be displayed on the e-course page. The article offers training courses in Mathematics and methods of teaching Mathematics in the study of which it is advisable to use the technology of web-quest as one of the means of forming information and digital competence of students and also provides two examples of educational web quests. The first of them is designed for students of pedagogical universities and is aimed at mastering by them the course program «General methods of teaching Mathematics». Another web-quest gives students the opportunity to master the topic of «Text problems» in the course of Mathematics in a more profound way, to develop critical and logical thinking of students, as well as their research skills. Web-quest technology is an effective tool for integrating project method and information-communication technologies in education, and the use of web-quests in the educational process of a pedagogical university lays a solid foundation for the application of this tool in the further professional activity of a Mathematics teacher.

The modern educational paradigm is based on such priorities as self-development, self-organization, self-education – the subjective components of the pedagogical space. Nowadays the responsibility of the teacher for the results of their activities is increasing. The teacher must be proficient in the methods of managing educational processes, be able to develop and implement innovative technologies, focusing primarily on the development of students' abilities, and not only on the transfer of knowledge and skills. For the successful performance of professional functions in a dynamic professional environment, a teacher must have professional mobility, which determines the ability to quickly change their status or position in the social, cultural or professional space, flexibly adapt to new conditions. For this, it is necessary to reconsider the methods of training future teachers, taking into account the needs of the modern labour market for professionally mobile specialists. The purpose of the article is concretization of methods of the formation of professional mobility of a future teacher in higher education. Research methods: analysis and synthesis of scientific literature (to clarify the key concepts of the study), systematization (to identify existing scientific approaches to solve this problem), conversation, study of experience (to identify features of professional mobility of future teachers), theoretical generalization (to formulate final provisions and conclusions). It is established that professional mobility of a teacher is an integrated quality of a teacher, which provides developed professional abilities and personal traits, the ability to effectively use a system of generalized professional techniques to perform pedagogical tasks, as well as willingness to move from one type of activity to another in the field of "human-human". The formation of professional mobility of the teacher involves the use of certain teaching methods – training, brainstorming, analysis of a specific situation, business game, discussion. These methods are aimed at developing interests and abilities to pedagogical activity and professional mobility (motivational-value component), mastering knowledge, skills and abilities to design their pedagogical activity and predict its consequences (cognitive-activity component), formation of ability to evaluate results of own practice (reflexive component of professional mobility).

The methods of forming students’ communicative competences as an important component of the Manager’s professional activity have been considered. The purpose of the article is to present the results of the study of the components of the Manager’s competencies and ways of their formation. Communicative competences and methods of their formation have been emphasized. The features of the preparation and holding of the meetings have been shown. The peculiarity of writing business letters to prevent the development of conflict situations has been revealed. The papers on the preparation of duty regulations, as well as negotiations and negotiations with the use of technical means to improve their effectiveness have been highlighted. The Department of Management Theory at the State University of Management has been working for a number of years to develop communication skills based on the use of active learning methods in the form of business games in all major forms of communication.

The article shows the possibility and practicality of building game simulations of organizational conflicts with due regard for the type of temperament. In this case, information about the types of temperament prevailing in the team is included in the leader training procedures in the process of the simulation game. The adaptable simulation model used in the process of a business game should be functionally expanded by means of elements and connections that ensure the causality of the psychological attitude of the team and the leadership style chosen by the leader. To analyse this causality, a cognitive model of game simulation is suggested that is implemented in the course of further research in the form of a simulation model within AnyLogic simulation software. The problem of studying the influence of temperament types on the emergence and escalation of organizational conflicts is analysed on the basis of characteristics of four types of temperament (sanguineous, melancholic, choleric and phlegmatic types). The article shows the possibility of game training of a leader proceeding from psychological attitudes when choosing a management style.

This article discusses the possibilities and practical value of using such an interactive learning method as a business game. Business game is one of the methods of activation creative activity for students and implementation of professional-game tasks in the educational process. The methodical purpose of the business game is mainly to train skills, as well as to find strategies for solving a professional problem.The article discusses the possibilities of using group business games such as brainstorming and the project method when studying the discipline “Sales technology and promotion of tourist products” in a tourist college. The main attention in the article is paid to the tasks of group business games statement which is basis for professional decision making tasks. The role of the leader and its influence on the formation a favorable socio-psychological climate among the participants are considered, the stages of the student group development during the business game are also considered. The article describes the algorithm for conducting group business games and the methodology of their organization and conduct. The article presents the structure of business games held with students of a tourist college.

The article is devoted to the problem of improvement of methodological competence of music teachers in general secondary educational institutions through a well-thought-out system of school methodical work. The definition ofsuchconceptsas“professionalcompetenceofamusicteacher” and“methodicalcompetenceofamusicteacher” is proposed. Under the professional competence of a music teacher we understand the holistic characteristics of the personality of the specialist with the already-formed set of competencies that allow him to perform his professional functions effectively, to update and enrich his knowledge constantly, to develop new skills according to the level of science and technology, to be ready for social changes, to enjoy his professional activities. In its turn, the methodical competence of the teacher-musician is interpreted as an integral characteristic of personality, which determines the ability to solve professional problems in situations of real practical musical-educational activities, corresponds to the main types of methodical activities of music teachers and is a set of components such as orientational (professional orientation), cognitive (methodical knowledge), operational-active (methodical skills), personal (professionally significant personal qualities) and social-behavioral (experience). The functions of methodical work in the institution of general secondary education (planning, organizational, diagnostic, prognostic, modeling, corrective functions) and criteria of optimality of results of teacher’s methodical work (criterion of efficiency, criterion of rational spending time and economy, satisfaction of the teacher with the work, criterion of effective methodical work) are studied out. The characteristics of traditional and innovative methods, forms and technologies of improving the methodological competence of music teachers in general secondary education are given, which include concilium, round table, methodical ring, auction of pedagogical ideas, business game, week of pedagogical sciences, pedagogical workshop, master classes , pedagogical mosaic, creative laboratory, discussion-aquarium, debates, information and communication technologies, etc.

The paper is devoted to the problem of professional and psychological training of employees of the penal system at university. The authors have developed a technology of teaching negotiations to students on the basis of competence-based approach while studying psychological disciplines. The authors define the concept of a negotiation competence of the penal system employee, which is understood as a professional and personal readiness to negotiate with convicts in emergency conditions. The negotiation competence is considered in the context of conflicts resolution in case of group disobedience and mass riots at institutions of the penal system. The structure of the negotiation competence: motivational value, cognitive, efficient, practical and reflective components, reflecting the nature of the negotiation activity. The technology of negotiation competence development consists of the target, substantive, procedural, criterial and assessment units. The paper describes the content of training on the basis of organizational, communicative, ethical, technological, information components of the competence. The list of the planned educational results is given. The authors consider a procedural part of negotiation skills development, reflecting the content and sequence of stages. Methodical techniques used for training are described, examples of tasks are given. A business game is presented as an interactive form of training at the practical stage. The ways of checking if the educational results are developed with the help of the current and final control are discussed.

Resumo Este artigo descreve um jogo de negócios aplicado em cursos do tipo Master of Business Administration (MBA) como uma das últimas disciplinas do currículo e analisa os resultados de sua implementação em 47 turmas, envolvendo 1.410 alunos. O jogo de negócios tem por objetivo integrar as habilidades e competências desenvolvidas ao longo do curso e considera um sistema de avaliação com 39 quesitos baseado em um modelo de excelência que abrange todos os aspectos importantes no processo de gestão. Somente 6 quesitos de avaliação são financeiros e os outros 33 são avaliados pelos próprios alunos, em uma avaliação por pares, e dizem respeito à relação cliente-fornecedor e à gestão de cada empresa. Uma redução de dimensionalidade foi obtida por meio de uma análise fatorial, resultando em 14 fatores. Dentre esses fatores, é possível identificar quais são relevantes para o sucesso no jogo? Esta questão é respondida averiguando por meio de 2 métodos estatísticos distintos (significância dos parâmetros de um modelo logito e teste t para diferença de médias) quais são esses fatores. Ajustou-se um modelo linear generalizado com uma função de ligação logito e uma distribuição Bernouilli, confirmando que a maioria dos fatores com diferenças estatisticamente significativas das médias de vencedores e demais participantes também foram estatisticamente significativas no modelo. A avaliação dos alunos participantes confirmou que o jogo de negócios foi bem recebido: levantou o moral dos alunos; despertou o interesse pelo assunto; fomentou o empreendedorismo; diminuiu o absenteísmo; aumentou a participação em sala, a consciência do trabalho em grupo e o planejamento; e criou um ambiente favorável às discussões sobre ética nos negócios.

The article considers the long-term practice in the area of ethical and communicative education of students of the Department of library-information resources of the East Siberian State Institute of Culture. The purpose of the work is to summarize the experience in formation and development of ethical and communicative competence of students. The authors describe the method of teaching the discipline “Ethics of library communication” and consider specific features of lectures and practical classes. The article characterizes the methods of work with full-time and part-time students, students of retraining and professional development programs at the example of use of interactive innovative technologies. The authors analyse the practice-oriented tasks aimed at diagnostics of various communicative and ethical characteristics of students and present the results of surveys of students of different forms of education about their culture of communication. The article describes the experience of using cases in the course of discipline study and the development of students’ draft codes of ethics of librarian and reader. The authors emphasize the importance of using a Cartesian rectangular coordinates system and drawing up a “Contract with the own Adult” for self-education of student, development of his critical thinking, ability to analyse and creative approach in library and information activities. The article raises the problems of verbal and nonverbal communication in the training of future specialists, as well as gives recommendations on the use of mind maps in the formation of librarian-communicator. The authors determine the importance of business game “Business etiquette” for the formation of pedagogical skills of students. The article underlines the necessity of development of ethical and communicative competences not only in the course of training sessions, but also through the involvement of students in scientific activities, in particular, when writing course and graduate qualification works. The authors analyse execution method and content of the work devoted to the topic “Netiquette. Network etiquette” and present the results of the student research conducted among the trainees in universities of the Republic of Buryatia.

The aim of the article is to consider the issues of using the competence-oriented tasks to increase the effectiveness of the future teacher’s professional training and his professional activities. The experience of conducting classes using competence-oriented tasks in the Dagestan State Pedagogical University is presented. Methods . Observation, conversation, testing, pedagogical experiment. Result . In the course of participation in classes using the competence-oriented tasks, students are developing general professional and professional competencies. Conclusion . The use of competence-oriented tasks contributes to increasing the motivation of learning, interest in the study of subjects of psychological and pedagogical cycle, increases their level of professional competence in general and the effectiveness of training for professional activities.

Considering the strategic directions of modern higher education, dominant personality-oriented paradigm, which determines the rejection of understanding the educational process as a path which interns must comply, can be called This paradigm provides a variety of methods and tools that match the individual personality as a subject of education. The purpose of this work is the searching for new paradigms of educational reform and its new models and technologies, innovative approaches, learning and education. Employees of the Academy were customized modification techniques "competing groups" in training doctors ‒ dental interns, whose meaning is "doubles competition." At the same time, three main components of the concept of critical thinking were basis of the systematization of techniques and strategies within this methodology: cognitive (development of mental levels), communicative (development of interactions) and reflexive (the development of professional reflection). The process of learning by this methodology is carried out in three stages: The preparatory stage involves the definition of the purpose and the task of a substantiated motivation. The conditional clinical situation should be in line with the current standard of higher education, which presupposes the presence of normative disciplines. Intern doctors can propose a problematic situation for discussion, based on the great interest in this topic themselves (the theme of the course work, the specifics of the place of future work, etc.), they can choose their "opponent" independently. The condition of the business game is the planned agreement of one member of the group with the other, he must reasonably and correctly proves the opposite. The main stage takes place as an independent work of interns on their task. For a well-grounded objection, doctors-interns should propose a variety of modern methods of clinical, laboratory, instrumental research, the use of certain therapeutic options, hoping for its effectiveness. At this stage, an important work is going on: each intern must receive the data necessary for "competitiveness", find evidence or refutation based on a specific approach to the problem (subjective, facilitarial, holistic, and interactive), which may indicate the implementation of personality-oriented learning . The phases of work with the information are determined: 1) recognition of information; 2) its review; 3) determination of the main; 4) comparison of the main and secondary; 5) information analysis; 6) its synthesis; 7) information characteristics; 8) its application; 9) information evaluation; 10) personal attitude to information. The final stage is the report of each competitive pair, presentation of results and project protection. An important point is the discussion of the results in the presence of all interns in a specialty that is conducted under the guidance of a teacher or a working group. The use of the technique of "competitive couples" in the educational process of interns of dentistry significantly increases the quality of knowledge. Problematic clinical situations form the ability to self-organization cognitive activity, the ability to perform operations of mental activity. The element of competition, the opportunity to reveal its theoretical and practical potential greatly enhances the ability of young colleagues to think clinically. The introduction of stimulating, encouraging, exciting methods in the educational process can remove psychological stress from interns' doctors, encourage them to self-improvement. As a basis that determines the use of the methodology of individual creativity in the practice of working with young colleagues, the humanization of education, as well as self-improvement, is a necessary condition for obtaining the individually required knowledge and skills.

O jogo de empresas é uma estratégia de ensino ativa que oportuniza aos discentes uma experiência vivencial mais próxima da realidade organizacional, o qual é desenvolvido em ambientes de aprendizagem. O objetivo da presente pesquisa é analisar a percepção dos discentes ao utilizar a estratégia de ensino jogos de empresas em um ambiente virtual de aprendizagem em duas universidades de Santa Catarina. A pesquisa é considerada mista, de abordagem quantitativa e qualitativa, com dados oriundos de 2 questionários e de 2 focus group aplicados com discentes de graduação e pós-graduação de duas universidades de Santa Catarina. Na análise dos dados foram utilizadas a estatística descritiva, a análise fatorial e a análise de conteúdo. Os resultados mostram que os discentes tiveram uma percepção positiva sobre o uso da estratégia de ensino Jogos de empresas e no ambiente de aprendizagem apontaram dificuldades ao utilizar a plataforma digital dos jogos. A principal contribuição é o fornecimento de subsídios aos docentes para aperfeiçoar o processo de ensino-aprendizagem, bem como um estímulo para docentes utilização de jogos de empresas e de outras estratégias de ensino em sala de aula, levando em consideração questões importantes para o sucesso na aplicação.

The introduction of distance learning in higher educational medical estalishments underconditions of pandemia has led to a reorganization of the educational process usingnew teaching methods, information and communication technologies (online platforms,video communication programs). In the system of training a qualified physician, clinicalanatomy and operative surgery occupy a leading place, as it develops clinical thinking,stimulates teamwork and is the basis for further study of surgery.The aim of the article - to highlight the advantages and disadvantages of teachingclinical anatomy and operative surgery to foreign students in terms of distance learningand ways to improve them.Conclusions. The study of clinical anatomy and operative surgery by foreign studentsin the context of distance learning has a number of advantages and disadvantagescompared to the traditional form. The use of the online platform Moodle (with studymaterials) and the Microsoft Teams service made it possible to conduct video lecturesand seminars online using interactive teaching methods that promote the motivationincrease and independence of foreign students. "Virtual" operational interventions usingan interactive method is a business game which allows not only to study the stages ofoperations but also to consolidate the algorithm of actions in different circumstances. Theuse of virtual and augmented reality technologies in the educational process becomes theclinical anatomy mastering better, makes it possible to improve its surgical component,which is especially important in the absence of the possibility of training operations.

Modern education is closely connected with widespread digital technologies, through which communication, collaboration, creativity, and innovation can be organized. The aim and objectives of the article consist in describing the experience of real experience with cloud technologies on the example of a municipal organization (institution, establishment) “Shostka educational complex: specialized school of I-II degrees-lyceum of Shostka town council of Sumy region”. To test the effectiveness application of cloud computing technologies in the educational process of the institution, experimental work was carried out, as a result of which carried out: analysis of the possibility application of cloud computing technologies in the learning process; determination of pedagogical conditions application of cloud computing technologies in the learning process; testing the effectiveness of certain pedagogical conditions. Assessment of the possibility of using the selected technologies in education was carried out according to the results of a survey of all participants in the study. This stage made it possible to determine the main directions of research, take into account the possible obstacles to their use. To implement the selected pedagogical conditions, guidelines for teachers on the use of these technologies in the learning process were developed, which contain a set of methods and techniques for organizing lessons, ways to implement a business game, cluster, senkan, fishbone, comparison chart, brainstorming . Organizing the educational process with the help of cloud technology is one of the priority areas of updating modern education that allows not only to improve the quality of education, but also to achieve a new level of relations between participants in the educational process at all stages of teaching. They help teachers work not only with children but also with their parents. During the transition to the new educational standards, cloud technologies contribute to forming a new digital culture of teachers and students. Their applying in the educational allows to make the educational space open.

The prerequisites for the study are modern career concepts and the concept of preparing a person for the successful construction of a career path. The modern sphere of economic relations and the labor market are very changeable and dynamic. The structure and content of professions are changing quickly, which requires constant training and readiness from the individual to change professional roles. Therefore, the formation of readiness for professional mobility is an important research issue. However, the generally accepted position is that the formation of readiness for professional mobility among students should begin at a university or college. The purpose of the study is to test the assumption that the readiness for professional mobility can be formed in senior high school students by combining traditional and game forms of education. The experiment described used a three-week course based on traditional and active teaching methods and a complex multistep business game. The research methods included: the adapted test of “Career Anchors” by Edgar H. Schein, “Methodology for Diagnostics of Reflexivity” by A.V. Karpov and V.V. Ponomareva, the test “Study of Volitional Self-regulation” by A.V. Zverkov and E.V. Eydman, “Temperament Structure Questionnaire” by V.M. Rusalov, and the test “Communicative and Organizational Skills” by V.V. Siniavskii and V.A. Fedorishin. The results of the study showed a statistically significant positive change in the controlled parameters. In general, the conclusion about the promising nature of this direction of training can be considered partially confirmed. For a more confident conclusion, studies on larger samples are required.

All teachers using business simulations are concerned about what students learn when they participate in these games. Their questions are often: Is the business game I am using designed to teach the concepts I want it to? Are the teams balanced in terms of ability? Is the room designed correctly for little group discussions? There may also be other, simpler, and more controllable conditions to worry about that some would call, “the little things”. For example, Does the gender of the participant influence performance? Do teams with international students perform differently? Do teams that “share the load” perform differently than teams that do not try to “share the load?” Do teams that select their own leaders perform better than teams with designated leaders? Did teams that became good friends do better than teams that did not become good friends? This paper discusses exploratory research about the impact of some of these “little things”. This research has found that many of these “little things” have highly significant influences upon performance and should be considered when using a business simulation for experiential learning.

The quality assurance falsification continues in a part of Japanese companies that have been sweeping the world with its top priority on customer first principles and quality first principles. In these cases of misrepresentation, as seen in the Akafuku case of the food fraud, there are cases in which the conjecture to a specific target worked. Until now, each company has been absolutely quality based on quality first principle, why is it so fragile and crumbling why?

This paper contains an overview of a business game that is dedicated to optimizing ecological building reconstruction and deploys functional models in the IDEF0 notation. The game goal is to build up and develop students’ knowledge and skills by using innovative training techniques (as exemplified by business games) and modern information technology. Global practice reaffirms the need for improving the education system through a broad application of computer technology. The business game presented in this paper allows students to conduct their own analysis of the business process around ecological building reconstruction. Their efforts are primarily facilitated by the BPWin design tool environment, but they are also allowed to use the Ramus software for simpler tasks. In addition to the above, the MS Project software for project managers is also of use, for further process optimization. The main analysis and optimization parameters are usually operation costs and duration. The IDEF0 methodology also makes it possible to find business process bottlenecks, which can later be eliminated. The business game is intended for several student teams, meaning that, aside from professional knowledge and skills, the participants will also get teamwork training. At the end of the game, the students are to make reports and presentations on what they have achieved. The results are summarized by a group of experts.

The article singles out and characterizes the modern innovative subject-subject environment fortraining of future bachelors of physical therapy in higher education institutions. In the modern educational environment there is a change in the paradigm of higher education, which is associated with the search for such pedagogical conditions and tools that would ensure the effective preparation of future bachelors of physical therapy for the realities of the ever-changing labor market. Achieving a competitive quality of national education in the context of civilizational changes today is becoming a priority for the modernization of education in Ukraine. In the course of dialogue training, future bachelors of physical therapy are taught to think critically, attitudes and relevant information, to weigh alternative opinions, to make well-thought-out decisions, to participate in discussions, to communicate with other people. Innovative forms and methods of professional training of future bachelors of physical therapy include: creative tasks; work in small groups; educational games (role-playing games, imitations, business games); social projects; interactive lectures; work with visual aids, video and audio materials. The conditions of application of practical innovative forms of subject-subject interaction of future specialists of physical therapy in the educational process of higher education institutions are separately revealed. The following have been singled out and disclosed innovative methods, such as: heuristic conversation, discussion, "brainstorming", "round table", business game, case-method, as well as competitions of practical works with their further discussion. It is proved that conducting business Games not only provides effective formation of professionally significant qualities of future bachelors of physical therapy, but also expands their understanding of the essence of the chosen profession.

The imperative for the modern system of secondary professional education is its practice-oriented nature. A graduate of a technical school or college must apply the knowledge gained in practice to become successful in the profession. In modern conditions of modernization of the education sector, there is an objective need to apply new approaches and methods in teaching, including business games. And, although this method is not an innovation, in modern conditions, educational business games allow to live the events of professional activity in reality, find the right solutions to problems based on personal mistakes, enriching your personal experience. This is especially true in the teaching of economic and managerial disciplines, since it is the professions of managers and economists that require the ability to think in a non-standard, way make decisions and be responsible for these decisions. The main goal of introducing business games in training sessions is to develop the ability of students to correctly navigate the events of their future professional activities. A high level of memorization of events occurring during the game ensures its effectiveness. And since the game is, first of all, an experience of group interaction, it certainly activates participants, their mental and cognitive activity, develops skills of independent research and evaluation of information, motivates participants to make optimal decisions in their professional activities, including in conditions of uncertainty, contributes to modeling a problem situation, identifying the cause-and-effect relationship between events and phenomena, reduces the number of mistakes made in practice in professional activities. The article presents practical experience and results of the development and implementation of the business game as a means of improving the quality of teaching economic disciplines in the Krasnoyarsk College of radio electronics and information technology., Императивом для современной системы среднего профессионального образования является ее практико-ориентированный характер. Выпускник техникума или колледжа, чтобы стать успешным в профессии, должен уметь применять полученные знания на практике. В современных условиях модернизации сферы образования объективно назрела необходимость применения новых подходов и методов в обучении, в том числе деловых игр. И, хотя данная методика не является новацией, в современных условиях учебные деловые игры позволяют прожить события профессиональной деятельности в действительности, на личных ошибках находить верные решения проблем, обогащая личный опыт. Особенно это актуально в преподавании экономических и управленческих дисциплин, так как именно профессии менеджеров и экономистов требуют умений нестандартно мыслить, принимать решения и нести ответственность за эти решения. Основной целью внедрения деловых игр в учебные занятия является развитие у обучающихся СПО способности правильно ориентироваться в происходящих событиях будущей профессиональной деятельности. Высокий уровень запоминания происходящих во время игры событий обеспечивает ее эффективность. А поскольку игра - это, прежде всего, - опыт группового взаимодействия, то она, безусловно, активизирует участников, их мыслительную и познавательную деятельность, развивает навыки самостоятельного исследования и оценки информации, мотивирует участников на принятие оптимальных решений в профессиональной деятельности, в том числе в условиях неопределенности, способствует моделированию проблемной ситуации, выявлению причинно-следственной связи между событиями и явлениями, уменьшает количество совершаемых ошибок на практике в профессиональной деятельности. В статье представлен практический опыт и результаты разработки и внедрения деловой игры, как средства повышения качества обучения экономическим дисциплинам в КГБПОУ «Красноярский колледж радиоэлектроники и информационных технологий».

This paper presents a bibliometric study of the relationship between business games and creativity and points out gaps in the proposal of research topics. For this, we performed a detailed analysis of 64 articles obtained through a systematic review of the literature, gathered from the Scopus and Web of Science platforms in the areas of business and engineering, published between 1970 and 2016. The data was analyzed by descriptive statistical analysis with the support of the affinity matrix. The results identify: 1) the main research method in this theme is the case study with a qualitative approach; 2) the United States, Canada and China are the countries that publish the most; 3) there has been an increase in publications on this topic in recent years; 4) the main sector for application of studies on this theme is the educational one, followed by the business sector; and 5) considering both creativity and business games, exploratory studies are predominant. For future research it is recommended: 1) to analyze the influence of creativity principles in business games; 2) research what are the constituent elements of a business game; 3) investigate how a game can stimulate or mediate the creative process of its participants

The phenomenon of globalization has resulted in an increase in importance of economic and commercial practices. In this environment in order to increase company competitiveness it is critical to improve logistic activities at all levels of the organization.The main mission of these activities is to place the right products (goods and services) in the right place, at the right time, with the desired conditions, and at the lowest cost. In summary, the objective of logistics is to guarantee customer satisfaction by achieving the best cost, quality and service conditions.Unfortunately, the goal of building a systemic vision of logistics achieved by the coordination of different processes not been achieved through traditional teaching methods. In addition, the number of academic simulators in this discipline is very low. This is why the professors of the logistics area of Tecnologico de Monterrey have been designing and testing a business game with a focus on logistics decision making. Logistic Simulator (LOST) is a thorough game that allows students to develop and apply logistics concepts in a fast and fun way to learn. Thus allowing to understand the interfaces of different logistic topics. The game shows the participants the consequences of the different decisions that are made through a series of key performance indicators, thus promoting the identification of the main variables that should be evaluated when making each decision. LOST represents a new way of learning and managing logistic concepts. In addition, LOST triggers in students the development of various skills such as Self-regulated learning, Student Engagement and Reflection on their learning.This article aims to describe the design of this simulator, the strategies we have followed to provoke learning in our students, and show the main results that have been obtained in the development of the aforementioned skills.

The article specifies that socio-psychological peculiarities of senior pupils' gaming activity became apparent through the interaction of its participants, the organization of a certain community of individuals, the formalization of a collective entity, which is characterized by integrity and ability to function jointly; determined the necessity of using interactive role-playing games in the educational process; first, on the basis of theoretical, applied aspects of the psychological phenomenon of business game, the preconditions for self-knowledge by senior pupils through game activity are determined

The aim of the work is to evaluate the effectiveness of the “Business Game” method in shaping the skills of a future dentist among students of the 5th year of the dental faculty. The main part of the article includes the experience of using the method of “Business Game” at the Department of Therapeutic Dentistry at National Pirogov Memorial Medical University, Vinnytsya, which facilitates the formation of professional skills and abilities of the future dentist in conditions that are as close as possible to practical health care, stimulates active participation of students in collective collaboration, promotes the introduction of interdisciplinary integration into the educational process. Modelling the professional situation using the “Business Game” method allows students not only to solve the problem, but also to develop tactics of behaviour in conditions that are most closely related to the actual clinical situation that they will encounter during practical activities. They learn to work in a team, defend their own opinion, hold discussions with their opponents. Educational games allow you to improve practical skills and teach students to solve complex clinical problems in the absence of a patient. Using role-playing games during practical classes can increase the interest of students in future professional activities. So, Application of interactive methods in the educational process allowed to reveal the creative abilities of students, promoted the development of clinical thought, the practice of practical skills and skills in conditions that are as close as possible to practical health care. The study showed that the use of the “Business Game” method has increased material absorption by 11.2% compared to the control group. “Business games” stimulates active participation of all students in collective cooperation, promotes the introduction of interdisciplinary integration into the educational process. The usage of the “Business Game” improves the quality of clinical training of the future dentist in the context of reforming the modern health system.

The paper describes the methodology of business game "Enterprise Taxation" for Customs tax service students training. The purpose of the game, its task, an approximate duration and stages of the game are explained in the work. The author determines the distribution of auditorium time for each stage of the game and proposes an algorithm for its conduct. The method of the game provides solving following professional problems by Customs tax service students: choice of optimal taxation option strategy; correct use of current legislative and normative tax documentation; selection of tax reporting forms (tax returns); preparation of tax documentation. Proposed methodology for game organizing promotes the development of special competencies of students while studying and subjects of small entrepreneurship engaged in self-education.

Purpose: This study seeks to analyse students’ perception of the effectiveness of business games as an e-learning method in management training. This analysis of games’ effectiveness is centred in the generic and managerial skills acquired, through the comparison of students’ opinions in different cultural contexts within Europe.Design/methodology/approach: The analysis focuses on 120 management students at postgraduate level who use the same business game at different universities in five European countries: Spain, Ireland, Portugal, Italy and Germany.Findings: The results indicate that students positively assessed the generic and specific managerial skills fostered by the business game. The generic skills most valued were information and decision-making, and leadership. Regarding the specific skills, the most valued were management skills and the least valued, skills related to planning and the acquisition of theoretical knowledge. However, significant differences were found between students in different cultural contexts and education systems in the case of certain specific managerial skills.Practical implications: This finding suggests that the students’ perception of how a business game helps them acquire specific managerial skills is influenced by cultural aspects and previous exposure to experiential learning, which determine that the teachers’ role and the teaching process should be adapted to the students’ learning model.Originality/value: With this study, a better knowledge about the students’ perception of this e-learning method is obtained, not just considering a specific educational environment, but comparing opinions of students from different cultural contexts, which adds value to the analyses developed.

Pedagogical conditions of realization of the technology of training of a future educator to the organization of art-speech activity of preschool children were determined in this research, according to the culturological, activity, hermeneutic and creative scientific approaches: а) creation of the emotional-creative context of students' training to the organization of art-speech children's activity.b) students' dipping into the active-creative art-speech activity;c) support of integration of types of art-speech activity in the professional training of a future educator;d) introduction of pedagogical practices of tasks on the development of art-speech activity of preschoolers into curriculums; e) use of text-centrism in the training of a future educator to the art-speech activity of preschoolers.The following methods of the technology realization were characterized:а) empathy (self-association);b) solution of розв'язання педагогічних ситуацій;c) staging and dramatization;d) business game;e) projects;f) ETT methods (method of tests and mistakes, methods of morphological analysis, synectics method, method of control tasks, method of focal objects); g) activity research;h) pedagogical diaryi) intervision;j) work with texts.It was accented on the fact that the technology realization becomes possible due to the introduction of such forms of the work with students as an interactive lecture and training. Future educators study at them:а) to formulate pedagogical maxims;b) to compose papers by different bases;c) to create child fairy tales, sink vanes, verses; d) to realize observations and recording of child dialogues;e) to perform interactive plays for children, to organize literature projects;f) to solve pedagogical situations and methodological tasks;g) to develop and to carry out integrated activities on the base of art synthesis.There was substantiated the necessity of observing separated pedagogical conditions at each stage of the developed technology (conceptual, content, procedural)

Individuals spread information about their lives, their career, and their recently purchased items. In addition, considering that the customer’s opinions may influence their friendship circle, neighbors, and work colleagues, they constitute a very important factor to consider in future actions of companies. In this paper, we present an approach based on probabilistic cellular automata and ordinary differential equations for modeling the consumer market, inspired by a biological system of an infectious disease-spreading model. However, instead of spreading a disease, consumers spread their opinion to other individuals, thereby having consequences on sales levels. Using marketing, the economic situation, and individual opinion as input variables of the consumer market model, simulation output (generated demand) is then used in the business game, helping the mediator (teacher) to create different scenarios and giving feedback to the student at simulation runtime, even if many players are involved in the game. Analytical and numerical simulations show that the proposed approach allows the teacher to create virtual markets for the players just by setting the parameters that describe a scenario, increasing the dynamism of the game, saving time, and allowing the mediator to focus on other important subjects, such as the teaching concepts of business strategies and decision support. Moreover, simulations are conducted to demonstrate the applicability of the proposed model in real life problems, such as the electro-domestic market.

There is currently a robust debate among progressive lawyers and contract and commercial managers about how to deploy a relatively new economic actor, the online platform, to create a one-stop legal shop: a shared source of legal knowledge, including templates, clauses and commentaries on new legislation, as well as offering a neutral place for contract negotiations, professional discussions, exchange and learning. One area of debate involves questioning how legal knowledge is created, stored, updated and shared. Another is more fundamental and controversial. It questions access to, and the cost of obtaining, legal services. Legal service providers across all sectors, in both the public and the private domains, are engaging in this debate, from the restructuring and rationalisation of old ways of working to a transformation in the way that legal expertise is made available within both organisations and society. One of these efforts revolves around the fine-tuning of a vision for a free online Common Legal Platform (CLP). The opportunity offered by the free online CLP is about changing not just the way legal services providers participate in the market, or “play the business game”, but the game they play.

The aim of the study is the introduction of elements of entrepreneurial creativity into the university learning process to form a project team, which consists of students from different areas of specialization. The method of a business game is used, when students, preparing the collaborative graduation qualification work, find themselves in a modulator of real contradictory relations between the specialists of an enterprise: technologists, designers, managers and economists. The development of the project business model according to the method of A. Osterwalder recreates the professional situation of the comprehensive solution of production problems at an enterprise. The results of the study show an increase in the synergy of scientific, technological and entrepreneurial creativity of students. As a result of project education at university, students demonstrate the acquired soft skills, which ensure successful participation in the work process and high productivity; they experience the excitement and show higher results of their collaborative graduation qualification work. Graduation qualification work acquires the features of a startup and has higher characteristics for introducing goods and services in the market. The presentation of the collaborative graduation qualification work reproduces the real situation of the evaluation of innovative idea prospects, an idea development plan and a team of likeminded people. The experience of participating in the business model development after the request of partners of an entrepreneurial university increases the competitiveness of graduates in the labour market.

Resumo Este artigo descreve um jogo de negócios aplicado em cursos do tipo Master of Business Administration (MBA) como uma das últimas disciplinas do currículo e analisa os resultados de sua implementação em 47 turmas, envolvendo 1.410 alunos. O jogo de negócios tem por objetivo integrar as habilidades e competências desenvolvidas ao longo do curso e considera um sistema de avaliação com 39 quesitos baseado em um modelo de excelência que abrange todos os aspectos importantes no processo de gestão. Somente 6 quesitos de avaliação são financeiros e os outros 33 são avaliados pelos próprios alunos, em uma avaliação por pares, e dizem respeito à relação cliente-fornecedor e à gestão de cada empresa. Uma redução de dimensionalidade foi obtida por meio de uma análise fatorial, resultando em 14 fatores. Dentre esses fatores, é possível identificar quais são relevantes para o sucesso no jogo? Esta questão é respondida averiguando por meio de 2 métodos estatísticos distintos (significância dos parâmetros de um modelo logito e teste t para diferença de médias) quais são esses fatores. Ajustou-se um modelo linear generalizado com uma função de ligação logito e uma distribuição Bernouilli, confirmando que a maioria dos fatores com diferenças estatisticamente significativas das médias de vencedores e demais participantes também foram estatisticamente significativas no modelo. A avaliação dos alunos participantes confirmou que o jogo de negócios foi bem recebido: levantou o moral dos alunos; despertou o interesse pelo assunto; fomentou o empreendedorismo; diminuiu o absenteísmo; aumentou a participação em sala, a consciência do trabalho em grupo e o planejamento; e criou um ambiente favorável às discussões sobre ética nos negócios. Resumen Este artículo describe un juego de negocios aplicado en los cursos de MBA, como una de las últimas asignaturas del programa y analiza los resultados de su implantación en 47 clases y 1.410 alumnos. El juego tiene como objetivo integrar las habilidades y competencias desarrolladas a lo largo del curso y considera un sistema de evaluación con 39 cuestiones basado en un modelo de excelencia que abarca todos los aspectos importantes del proceso de gestión. Sólo seis cuestiones de la evaluación son financieras y las otras 33 son evaluadas por los propios alumnos, en una evaluación por pares, y se refieren a la relación cliente-proveedor y a la gestión de cada empresa. Mediante un análisis factorial se obtuvo una reducción de dimensionalidad que resultó en 14 factores. Para responder la pregunta ¿entre esos factores, es posible identificar cuáles son relevantes para el éxito en el juego? se aplicaron dos tests (significancia de los parámetros de un modelo logit y prueba t para igualdad de medias). Se ajustó un modelo lineal generalizado con una función de enlace logit y una distribución Bernouilli, que confirman que la mayoría de los factores con diferencias estadísticamente significativas de los promedios de ganadores y demás participantes, también fueron estadísticamente significativas en el modelo. Los comentarios de los alumnos participantes confirmaron que el Juego fue bien recibido: levantó la moral de los alumnos, despertó el interés por el tema, fomentó el espíritu emprendedor, disminuyó el absentismo, aumentó la participación en el aula, la conciencia del trabajo en grupo y la planificación, y creó un ambiente favorable a las discusiones de grupo sobre ética en los negocios. Abstract This article describes a business game, one of the last courses in an MBA syllabus. The database analyzed consists of outcomes from 47 classes and 1410 students. The aim of the game is to integrate the skills and abilities acquired during the program. The game considerers an evaluation system with 39 items based on an Excellence Model that covers important aspects of the management process. Only six evaluation items are financial goals; the remaining 33 go through a peer evaluation. These items deal with consumer-supplier aspects and management issues. A reduction in dimensionality was attained through a Factor Analysis that yielded 14 factors. Is it possible to identify the relevant factors for winning the game? Two distinct tests (significance of a logit model parameters and t-test for equality of means) are performed to answer this question. A generalized linear model using a logit link function and a Bernoulli distribution was fitted to the data, confirming that most factors with statistically significant differences in the mean between winners and other participants were also significant in the model. Participants’ feedback confirmed that the game was well received by the students: it boosted students’ morale and interest in the subject, fostered entrepreneurship and less absenteeism, increased the degree of class participation, awareness of teamwork, and planning, and created an environment that favored a discussion on business ethics.

We explored how game-based learning including open forms of teaching can improve teamwork, social skills and collaboration of inhomogeneous student groups. As open forms of teaching we used blended learning, open space technology (OST) and selected elements of gamification. Game-based learning approaches posit that learners who interact with educational materials with playful and dynamic tasks will learn better. To better understand improvement of teamwork, social skills and collaboration a specific business game with a defined amount of play tokens is introduced. Within this business game all participants (n = 22) will have to form interdisciplinary project teams to manage a professional 3D-visualization task. In three subsequent project stages (concept, development and implementation) all projects are continually evaluated and the teams are appropriately rewarded with play tokens. With these play tokens every team can purchase missing know-how or hire additional workforce. The final visualization project is evaluated by specific design criteria (qualitative) and by the remaining amount of play tokens (quantitative). The concept of a business game was a visible success. Open forms of teaching, such as blended learning and open space technology promote the active acquisition of basic knowledge, technical understanding and at least increase transfer competence. A continuous and transparent evaluation makes the individual learning progress directly tangible. Students who took part in the business game reported more enjoyment in learning the 3D visualization pipeline than students from the years before. The business game induced greater interest to the students in acquiring new content more easily and quickly than in the other courses. Also their high degree of personal responsibility led to outstanding new ideas and their own initiatives.

Objective : Managing strategically is a challenge of management practice. It is important that business schools offer an education that can prepare managers to act strategically in organizations. The Online Management Laboratory (OML) is a management education model that combines virtual and face-to-face education using elements of strategic management in the teaching and learning process. This study aims to analyze the opinion of participants exposed to this model to know how much it has contributed to the learning of the strategic management process. Method : We adopted a qualitative approach with in-depth interviews with 29 participants of the model. Data processing was performed through content analysis (Bardin, 2011). Originality / Relevance : The importance of OML is based on literature that identifies the limitations of traditional methods of education. A model that complements the expository method with experiential activity in online environment gives meaning to the learning of strategic management. Results : The results indicated that the stages of formulation and implementation of strategic management were the most applied by participants in the business game, to the detriment of the control stage. It was possible to verify that the emergent strategies were more frequent than the deliberate strategies and that the participants learned from the mistakes in the decision making. Theoretical / methodological contributions : The study contributed to advances in strategic management, reinforcing that active method such as simulation and business play can be used in an online environment to promote the learning of strategic management in a dynamic and meaningful way.

Entrepreneurial games are a promising tool for entrepreneurship education. Students may gain a range of competences and – if feeling satisfied with the gaming episode – develop increased interest in the field. Despite some progress over the last decade, game development and accompanying research are still in exploratory stages. Thus, further best practice examples and insights in game mechanisms are essential. We support progress in two ways. First, we present a self-developed entrepreneurial game, called inspire! build your business. Second, based on data from three inspire! game events, we explore factors influencing gamer’s satisfaction via a quantitative approach. We find that the relationship between teacher and students, the structure of the game session and the perceived gains in competency significantly explain variance in satisfaction. These insights along with the best practice example of the inspire! game may contribute to game development and teaching.

Modern conditions of the labor market and the reform of the education system create the necessity for students to learn effective self-employment, as well as to activate their cognitive activities, taking into account the nature of each disci-pline. Based on the analysis of existing forms, methods and means of teaching, as well as the experience of teachers, a project method and business games were chosen for teaching disciplines in the field of conformity assessment for students of senior courses in engineering and technical specialties. To solve these problems, a business game scenario was devel-oped, involving participation of 15 to 25 students and imitating the process of certification of products. Under the conditions of the game, students were divided into 5 game groups: «enterprise», «certification body», «laboratory», «group of auditors» and «commission for appeals». Also, a scheme for interaction between game groups and tasks for each of them was devel-oped. As a result of the game, each group of students must prepare and arrange the appropriate package of documents (draft). To evaluate the results of each student's work, a differential method for calculating the final grade is proposed, taking into account the analysis of the leading teacher, the analysis of finished projects by other teachers, the reflection of stu-dents. The testing of the business game was conducted with two training groups of specialties 152 and 133. Anonymous questioning was used to assess the qualitative results of the business game, in which students were asked to assess the quality of teaching (practical skills, theoretical knowledge, social activity, connection with the profession, interest in disci-pline, motivation for learning) in comparison with classroom practical exercises. The results of the approbation testify to the positive experience of the use of the business game and the method of projects in the training of senior students of engi-neering and technical specialties, as well as on improving the quality of their education.

Resumo Os jogos de empresas, além de utilizados no processo de ensino, também são explorados como ferramentas de pesquisa, conforme Gentry, Tice, Robertson e Gentry (1984). Este estudo, de natureza qualitativa e quantitativa, descritivo quanto aos objetivos, e caracterizado como revisão integrativa no tocante ao método, trata do seguinte problema de pesquisa: Qual o perfil da pesquisa acadêmica brasileira sobre jogos de empresas considerando a abordagem ao fenômeno e as perspectivas teóricas e metodológicas? Foram analisados 226 artigos extraídos de periódicos online, do indexador Spell e anais de eventos. Como resultado, é proposta uma tipologia para classificação das pesquisas em jogos de empresas, considerando a abordagem ao fenômeno de pesquisa e os eixos temáticos. Constatou-se a predominância de estudos que têm as simulações como objeto de pesquisa - SCOPE (77,9%) -, enquanto 22,1% utilizam os jogos de empresas como ambiente de pesquisa - SCAPE. Verificou-se que 38,5% dos estudos não mencionam quaisquer das classificações metodológicas analisadas. Discute-se algumas fragilidades metodológicas identificadas nas pesquisas da área. Apesar de as classificações não serem determinantes para a qualidade de um estudo, representam importante indicador da consistência do processo de reflexão e da coesão da investigação. Abstract In addition to being used in the teaching process, Business Games are used as research tools, as pointed out by Gentry, Tice, Robertson and Gentry (1984). This qualitative, quantitative and descriptive study is characterized as an integrative review regarding methodology, and deals with the following research problem: what are the characteristics of Brazilian academic research articles on business games, considering their approach to the phenomenon, theoretical background and methodological aspects? A total of 226 articles published in online scientific journals, as well as the Spell indexer and in conferences were analyzed. Results produced a proposed typology for the classification of research in business games, considering: (a) research approach to the phenomenon; and (b) theoretical themes. A predominance of studies was observed to focus on simulations as research objects - SARO (77.9%), while 22.1% use business simulations as a research environment - SARE. Among the studies, 38.5% were found to not mention any of the methodological classifications analyzed. The paper discusses some methodological weaknesses identified in the research area. Although classification is not instrumental in determining the quality of a study, it is evidence of consistency in the reflection process and of cohesion in the research.

PurposeSerious games are playing an increasingly significant role across a range of educational contexts. Business focused serious games can provide students with an authentic learning experience and their use has been increasingly taken up by business school faculty, including those delivering entrepreneurship education (EE). The purpose of this paper is to evaluate the impact of participation in a serious business game on the entrepreneurial intent (EI) of undergraduate students.Design/methodology/approachThe study adopts a pre-test/post-test quasi-experimental design. It employs a modified version of Linanet al.’s (2011) EI model in the form of a questionnaire survey completed by 263 undergraduate business and management students.FindingsA logic regression model was used to analyse the survey responses. The research findings indicate that the serious game used in this study has a significant negative impact on EI. Gender and role model effects are also identified from the analysis.Originality/valueThe paper contributes to the literature in two ways. First, it demonstrates the impact of serious business games on EI during the enterprise awareness stage of a student’s EE. Second, it provides a foundation for exploring the role that serious games can play in educating the potential entrepreneurs of the future.

In the educational environment developedmany unique teaching methods withinnovative technology. The author has applied an integrated approachto the course «Operations Researchand Optimization Techniques». Theharmonious development of thecompetency model is advisable to use avariety of activities: reports, role-playingand simulation games, case study.

Federal State Educational Standard of basic common education sets the demands to personal, meta-subject and subject results of learning after basic educational program of common education. So, according to the succession principle we should develop the competence of the students following these three directions transforming them into educational environment of the university. Thus, meta-subject competence should include ability to use intersubject definitions and universal learning activities performing them at learning, knowledge and social practice. The achievement of meta-subject results is connected with the nature of universal activity. The basis of nature-coordinated education should be basic values and the most important is morality which is formed from the human nature. That is why the standards of the second generation formulate four blocks of universal learning activities: personal, regulative, common knowledge and communicative. According to their nature meta-subject activities are functional-oriented ones and they form the psychological basis and determine condition of the success of subject task solution. Meta-subject competence development supposes various forms of studying process organization. Problem learning implies active interrelation of the subjects of learning process allowing to form such students categories as readiness, activeness, ability to appreciate which are the key ones for the term competence. One of such organization forms can be the business game which can be used as the means of diagnosis and forecast of personal behavior in various situations. Project technology is also aimed to develop wide range of competence and creative abilities and that is why it suggests the integrity of research, searching, problem solving and comparison methods. It has been shown that nowadays the role of each discipline in meta-subject competence development has been growing rapidly.

Шалацька Г. М. Новітні підходи до викладання ділової іноземної мови за професійним спрямуванням: інформаційні технології. У статті розглянуто питання методики викладання ділової іноземної мови за професійним спрямуванням студентам спеціальності «Інформаційні технології». Наведено приклади типових вправ та завдань для відпрацювання лексичного матеріалу, ситуацій ділового спілкування. Окреслено основні етапи роботи над засвоєнням матеріалу, призначеного для вивчення ділової англійської мови за професійним спрямуванням. Вказано на шляхи розширення світогляду студентів та мотивації їх самостійної роботи з предмета. Визначено перспективи подальших досліджень з цієї проблеми. Ключові слова : інформаційні технології, тенденція, галузь знань, Інтернет, професійна сфера, інтенсифікація, мотивація, освітня платформа. Шалацкая А. Н. Новейшие подходы к преподаванию делового иностранного языка по профессиональной направленности: информационные технологии. В статье рассмотрены вопросы методики преподавания делового иностранного языка по профессиональной направленности студентам специальности «Информационные технологии». Приведены примеры типовых упражнений и заданий с целью отработки лексического материала, ситуаций делового общения. Очерчено основные этапы работы над освоением материала, предназначенного для изучения делового английского языка по профессиональной направленности. Указаны пути расширения кругозора студентов и мотивации их самостоятельной работы по предмету. Определены перспективы дальнейших исследований по этой проблеме. Ключевые слова : информационные технологии, тенденция, область знаний, Интернет, профессиональная сфера, интенсификация, мотивация, образовательная платформа. Shalatska G. M. The latest approaches to teaching a business foreign language according to professional orientation: information technologies. The article consideres technique of teaching business foreign language according to professional orientation of students of the «Information Technology» specialty. Research objective is to consider the possibility of an intensification studying of business English for the professional direction using different types of tasks and digital information-communication technologies in the educational process during the training of future experts in the field of information technologies. Examples of exercises and tasks in order to develop lexical material, situations of business communication are given. The main stages of work for development of the material needed for studying of business English on a professional orientation is outlined. Business game helps to simulate situations in the business world. The purpose of the educational game situations is to prepare students of «Information Technology» specialty for effective communication in a foreign language in the professional sphere. The use of authentic texts from the actual directions of development of modern information technologies is recommended. On the basis of these texts it is offered to hold press conferences with application of design technologies and an interactive board. Students have to develop the ability to make the summary, the business card, to process official documents, to conduct conversation by phone, to conduct conversation with employees and colleagues. Ways of broaden students’ outlook and motivation of their independent work are specified. For, example, using of educational platforms, such as FutureLearn, will promote students motivation and deepening their knowledge. Prospects of further researches on this problem are defined. It is necessary to define typical situations of business communication in the sphere of students professional activity and to formulate practical skills of understanding business language. Development of textbooks and arrange of bilingual terminological dictionaries of Business English for professional direction will contribute to the development of professional qualities of the future programmers. Business language will become an important step in the formation process of professionalism and increase the competitiveness level of experts in the labor market. Key words: information technologies, tendency, field of knowledge, Internet, professional sphere, intensification, motivation, educational platform.

Educational games are a form of familiarization with new knowledge and the consolidation of professional competences. It is the broadest concept that brings together all forms of interactive learning games. The aim of the article is to consider the form of educational games and their function. The business game is perceived as popular forms of interactive learning in general, and educational games, in particular. Within its framework can be implemented such teaching methods as a method of specific situations, the incident method, brainstorming, the shuttle method, immersion method. Educational game as interactive teaching has become one of the modern trends in the development of active learning. Speaking about the differences between active and interactive learning, the researchers emphasize the organization of relationships between students are: interaction predominates over the influence. Educational games involve changing the communication field «teacher - student». The priority becomes the principle of equal participation of actors of the cognitive process. In place of the indisputable authority of the teacher comes gradually modeling the role of tutors - accompanying. The use of competency approach in modern higher education strengthens the focus on learning outcomes. The inclusion of educational games in the learning process will help to simulate specific professional situation and to prepare the future specialist to the possible solutions.

Este estudo teve como objetivo caracterizar as publicações sobre a temática jogos de empresas, para tanto, foi realizada uma pesquisa na plataforma Spell abrangendo todo o período disponível. O estudo se caracteriza como pesquisa descritiva e no que concerne a abordagem é classificado como qualitativo-quantitativo. Após a seleção dos artigos, realizou-se a análise de conteúdo de todos os resumos das publicações sobre a temática utilizando o software IRaMuTeQ. Neste estudo, para o processamento dos dados de análise, utilizou-se: a classificação hierárquica descendente (CHD), análises de similitude e nuvem de palavras. A relevância deste trabalho está ligada a possibilidade de identificar os principais termos que estão interligados à temática jogos de empresas. Tal informação é muito importante, pois possibilita visualizar as diferentes temáticas com às quais o tema possui ligações. A ferramenta de busca da plataforma retornou 66 artigos, sendo que 36 foram descartados pelos critérios de exclusão. Assim, foram analisados os resumos de 30 artigos, 19 com o foco teórico-prático e 11 com foco teórico. O estudo possibilitou constatar que através do jogo é possível treinar os participantes para tomadas de decisões mais assertivas. Esse estudo mostra também que o software IRaMuTeQ representa ferramenta importante para este tipo de trabalho, considerando que revelou, a partir do material coletado, tal vocabulário e vários outros no decorrer das 7 classes obtidas por meio do método CHD.

A learning method is needed to teach university students how to read financial statements. Using a business game incorporating the need to comprehend financial statements and a paper examination, 16 students who were not studying accounting participated in an examination to see whether the game fostered reading comprehension of financial statements. The results could not clarify whether the developed business game can foster reading comprehension of financial statements. In the future, a business game should be developed in which the reading of the financial statements greatly affects the outcome.

Business games are used for organizational performance interventions as well as for educational purposes. To what extent can games be designed for intervention and used for educational purposes (and vice versa)? The authors study the learning efficacy of a game originally designed to support the implementation of the growth strategy for a client organization, a Dutch SME operating on the global market. Data was collected systematically through surveys before and after the game, 1 session with 25 executives from the client company and 2 sessions with 39 students of entrepreneurship. The findings indicate that although the learning efficacy, game quality and enjoyment among both groups are good or average, the differences are significant. The conclusion is that although business games in general are an effective intervention and active learning tool, the influence of contextual factors on learning among students may be more pronounced than it is among the executives for which the game has originally been designed.

Movie production is riddled with subjectivity and uncertainty. Each decision made can affect both quality and financial aspects of movies. Previously, various mathematical box office prediction models were proposed, but they focused at the time near the movie release, while earlier predictions would have more benefits to production team. Prediction market was suggested to have good predictability, but it still has some problems. In this study, we designed a human computation game for improving mathematical model performance in early phases which limits what information player knows about the movie at different time and introduces improved mechanics to make the game more similar to the actual movie production. After the experiments, we found that the proposed human computation game did improve mathematical prediction model performance, used in this study, but with limited working conditions. Future work should consider using more complex mathematical models, improving game design, and gathering more data for further validation.

This article describes a business game used as a method to teach Business Excellence and Total Quality Management in an undergraduate course. The Business Excellence Model, disseminated by the Brazilian Quality Foundation, provides the empirical framework. The game simulates a supply chain. Most of the experiential games available use financial figures as goals. This game considers an evaluation system of 39 items based on Business Excellence Model's criteria. The database analysed consists of outcomes from 10 classes, around 28 students per class. A reduction of dimensionality was attained through Factor Analysis. Some factors were not determinants for the final outcome of the game. Other factors presented values much closer to the mean for winners than for losers. There were factors, though, which seemed to be determinant for winning the game: winners obtained much higher values with these factors. It could be perceived that this hands-on approach was well received by the students: the game boosted stud...