Currently, information technologies are penetrating many areas of society, ensuring the interaction of its elements and contributing to its further development. The education system is no exception. It should be noted that in the context of the rapid growth of information flows, as well as the achieved level of automation of data processing processes, a change in approaches to learning is required in accordance with the current realities of social life. By solving a number of training and management problems, information technologies used in the field of education make it possible to bring the learning process to a qualitatively new stage of its development. It can be noted that the introduction of computer technologies that make it possible to provide information in an interactive form contributes not only to significant savings in the student’s time on searching and processing it, but also to faster assimilation of the curriculum, the manifestation of cognitive activity and the creation of motivating factors for the constant increase in the level of knowledge [1].
Modern educational technologies make it possible to more effectively improve the quality of education by implementing the cognitive and creative activity of schoolchildren in the educational process. Today, the concept of “pedagogical technology” has become firmly established in educational practice as a certain set of forms, methods, and teaching techniques used systematically. The beautiful word «technology» comes from the Greek word «techne», which is no less sonorously translated as art, skill, craftsmanship. The second part of the Greek word «logos» is translated as science. We can consider that pedagogical technologies are the science of the teacher’s skill. The educational process in modern education presents a fairly wide range of educational pedagogical technologies. This is both the technology of problem-based learning and the organization of the educational process, within the framework of which it is supposed to present completely different levels of educational material [1]. Thanks to this approach, teachers have the opportunity to pay attention to a strong student and help a weak one, increasing the level of motivation in general. One of the most widespread and popular today is the project-based teaching method, in which students’ individual creative abilities are developed and professional and social self-determination occurs more consciously. Information and communication technologies are also effective, expanding the content of education. The «portfolio» system of innovative assessment is widely used, when a personal record of a student’s achievements is formed and the trajectory of individual personal development is determined. Gaming technologies play the greatest interest in the educational process when educational tasks are included in the content of the game. The technology of using gaming methods in teaching, entertaining, theatrical, and business games, not only broadens one’s horizons, but also develops certain skills that are necessary in the future in practical activities [2].
The main directions for the implementation of game techniques and situations include a didactic goal – it is set before students in the form of a game task, all educational activities are subject to the rules of the game, and accordingly the educational material is used as its means. It is noteworthy that an element of competition is introduced into educational activities, which transforms the didactic task into a game one, and the successful completion of a didactic task is associated with the game result. The use of game methods is effective both in secondary school and in organizing the educational process in higher education. Game as a cultural phenomenon has a number of important functions. One of them is communicative activity, which allows you to enter the real context of complex human relationships. An equally important function of human self-realization in the game. That’s why the process of the game itself is so important, and not its result. The diagnostic function of the game is distinguished, since it has such a characteristic as predictability. There is also a therapeutic effect of the game, for example, highlighting role-playing games in which the student receives practice in social relationships. It can be considered that games have an undeniable advantage over other modern pedagogical technologies; they allow the acquired knowledge to be integrated in relation to the chosen profession. It can also be noted that properly organized, taking into account the specifics of the audience, age, information orientation, such technologies train memory, develop certain skills in students, develop attention and cognitive interest in the subject, including overcoming the passivity of students. Also, learning in a game can prevent real mistakes that future specialists make in their independent professional activities. Experts note the effectiveness of gaming methods among other modern technologies in education. Among them, the repetition of the script. We can replay the situation several times and approach its resolution each time in a new way. A game is a convention; time space can be slowed down, or vice versa, accelerated, thereby clearly determining the consequences of decisions made [2]. Modern technologies in education have means that activate and intensify the activities of students; in gaming technology, these means constitute the main idea and the basis for the effectiveness of the results.
Also, the modern education system involves abandoning traditional teaching methods: accumulation, reproduction of knowledge, acquisition of skills. New realities require changes in the structure, methods and content of education [2]. Now the main goal is to develop the personality of the student. The student must strive for self-development, acquire knowledge, control the process of acquiring knowledge, and be able to navigate a rapidly changing world. Society is developing very dynamically and the need for bright, individual personalities who are able to take positive action is increasing. Traditional, classical methods of education have become ineffective and unproductive. To solve such problems in the age of globalization and universalization, the teacher must master modern pedagogical technologies, with the help of which it would be possible to improve the quality of education and the efficiency of teaching time. Refusal of traditional teaching methods and the use of new educational technologies makes it possible to eliminate the uniformity and monotony of teaching, will expand the educational framework, change the types of activities of students, developing their independence and imagination [3]. This approach to teaching also requires fundamental changes in the activities of the teacher. The role of the teacher changes: he directs the student’s activities, advises, stimulates interest in knowledge, they become equal participants in the educational process. The teacher must be able to select and use modern educational technologies. His task is to choose the optimal innovative pedagogical technology for solving a specific problem. Each technology must have the following criteria: conceptual, systematic, manageable, effective, reproducible by other teachers.
The current direction of modern education is the involvement of the student in scientific activity. The school is entrusted with the responsibility for initiating systematicity and continuity in the child's education and interest in the exact sciences.
Educational projects come in handy to help solve this problem. The project method belongs to innovative pedagogical technologies. As a form of education, they are based on a person-oriented approach, an activity approach and learning at a high level of complexity [4].
Given that the main goal of school education is the development of personality, the educational project is able to reveal to the child the ways of obtaining scientific knowledge by mankind, to show the prospects for the development of the world in which the individual lives, as well as the possibility of his own contribution to its development.
Let's focus on design technology. The peculiarity of this technology is that the project has an ultimate goal, an end result that must be achieved in a limited time, involves joint actions of participants in the process, stimulates the acquisition of new knowledge and makes it possible to identify the individual characteristics of students. The project can be unique, allowing the student to demonstrate his creative abilities, and giving the teacher the opportunity to use a student-centered approach [5].
A number of studies have appeared confirming the positive impact of the use of gaming technologies on the process of development and acquisition of social, physical, psychological skills and abilities. Gaming technologies have been introduced into the pedagogical process for a long time. This was due to gamification. Gamification (gamification from the English gamification) is the use of approaches characteristic of computer games in software tools for non-game processes in order to attract users and consumers, increase their involvement in solving applied problems, using products and services [6].
Acquaintance with the science of «Physics» for secondary school students involves not being directly involved in scientific activity, but familiarity with its features, methods and techniques with the aim of their further use. It is children who are not overloaded with information, who can consider the situation from different, completely unrelated points of view. It is this feature that is able to form non-standard and variable thinking of the individual, and also enables the teacher to organize individual training of the individual at a high level of complexity [7].
A feature of the project activity of secondary school students is:
- exclusive basis on own experience: observation of events and changes in the environment;
- elemental nature of actions: the division of the process into elementary actions is understandable to the child;
- detailed study of each stage of the project;
- individuality of work: each stage must be mastered at a practical level by each child;
- formation of teamwork skills exclusively on the basis of mutual assistance, not exchange;
- careful support and constant external motivation of search activity;
- development of personal qualities of the student;
- educational subjects naturally lose their isolated character;
- cognitive interests are revealed through certain emotions: surprise at a discovery, intellectual joy, anticipation of something new;
- the presence of an element of interest in such activity is one of its incentives;
- moderate complexity and feasibility of tasks;
- practical significance of the results: the ability to see an opportunity to apply knowledge in everyday life.
Being able to develop the child in thought, the educational project provides support for the student's development continuously over time. This is about supporting and continuing the development of students in extracurricular time and the formation of an individual's continuous desire for independent accumulation of knowledge, and thus, the acquisition of knowledge, abilities and skills based on one's own small life experience and observations of the surrounding natural environment [8].
Using the project method at school allows you to solve a series of pedagogical problems:
- formation of a conscious approach to acquiring knowledge,
- independence in acquiring knowledge,
- acquiring skills to work in a pair, group, team and team.
It is during the implementation of the project that the individual faces a series of interrelated questions of a theoretical and practical nature, which require maximum activation of mental activity, interaction and cooperation. More than anywhere else, the project implements the idea of cooperation between teacher and student, student and student, student and team. In addition, such elementary skills will become a starting point for the formation of elementary skills of analyzing the results of one's own activities and responsibility for these results.
The perspective of such an approach is that later on, not only interest or interest, as is usually the case, but also a feeling of satisfaction from the results of one's own activity will motivate a person to work. Such motivation, in turn, will allow to form the further development of critical thinking, the ability to creative, non-standard solutions to educational problem situations [9].
The educational project fundamentally changes the role of the teacher: from a carrier of knowledge, he is transformed into a person who organizes the continuous educational activity of the person entrusted to him, based on his cognitive activity of a research, search, and creative nature. Personal experience shows that educational projects require more detailed preparation from the teacher than for a regular lesson. To successfully fulfill such a role, a teacher must be competent not only in his field, but also in others who have common points or, even more, cross or step on the educational field side by side.
The implementation of projects based on the study of natural sciences can be the most fruitful, because it is in this field that the foundation of persistent children's curiosity, persistent cognitive interest is created, and, as a result, the child's self-education skills are formed. The program of the «Physics» course envisages the child's acquaintance with the concepts of «observation» and «experiment», which are methods of scientific knowledge. Carrying out individual projects or participating in group or collective projects, students observe the world, conduct research, which is the primary source of children's awareness and creativity, because in this way the individual discovers the world for himself (independently or with the help of others).
Learning from his own experience and the experience of others in activities and cooperation, a person from the very first steps in learning gains invaluable experience and confidence in his own strength, and the opportunity to see and analyze the products of his own activity, and in the future, formulate goals and tasks, invent ways of development solving problems. It is also advisable to focus on the information dosage of the project. The teacher should not be «drawn in»: the predetermined line should be clearly followed and argued from a pedagogical, psychological and scientific review. Pedagogical activity should be manifested no more than children of a certain age category can perceive, activity on the project should be:
- compatible with the teacher, powerful and understandable for students,
- support independent extracurricular and extracurricular activities of the child.
An important requirement for an educational project at school is that each participant must receive a positive evaluation at the end. The result, activity and activity of the individual should be evaluated. This is the provision of support for cognitive activity of the individual, motivation, independence and desire for practical activities, as well as a sense of confidence in the ability to achieve the set goal and responsibility for one's own or collective results [9].
A new system for presenting material using gamification and project activities will allow us to consider the educational process as a multidimensional space covering a wide range of student’s educational needs. From the student’s point of view, an educational system with elements of gamification can be considered in at least two planes: - locality / globality: the educational process should be associated with the local situation, rely on physical contact (for example, classroom teaching, local projects in schools), but at the same time at the same time, it must be based on the global context and carried out in global interaction (for example, through global educational platforms); ‒ Human/Technology: While some learning experiences may only occur face-to-face with a Mentor or in a community of practice, much of the learning will be technology-based or even digital.
Predicted results: acquisition of skills for independent work with scientific literature, ability to analyze, develop communication skills, improvement of culture, desire for practical action. In the process of working on a project, students go through all stages: ‒ research; technological; final.
After each project, it is necessary to draw conclusions: the research results have practical benefits. Working in a project, children are united by a common goal, and a common goal unites and strengthens such important qualities as friendship, mutual assistance, mutual understanding, tolerance; Aesthetic taste and imagination develop, and students’ fantasies are realized [10].
Considering the number of studies and areas of application of design technologies, there is a need to continue psychological and pedagogical research in this area.
List of literature
1. Аnchez D. R., Langer M., Kaur R. Gamification in the classroom: Examining the impact of gamified quizzes on student learning // Computers and Education. 2019. DOI: 10.1016/j. compedu.2019.103666.
2. Kapp K. M. The Gamification of Learning and Instruction: Game-Based Methods and Strategies for Training and Education. San Francisco: Pfeiffer, 2012. 336 р.
3. Волкова Н. П. Інформаційно-комунікаційні технології. Гейміфікація: Інтерактивні технології навчання у вищій школі.: навч.-метод. посіб. Дніпро: Ун-т ім. Альфреда Нобеля, 2018. С. 162–206.
4. Бугаєва, В. Ю. Гейміфікація як спосіб формування активної професійної поведінки майбутніх фахівців ІТ галузі // В. Ю. Бугаєва: Педагогіка та психологія: зб. наук. пр. / Харків. нац. пед. ун-т ім. Г. С. Сковороди. Харків, 2017. – Вип. 56. С. 129–135.
5. Бузько, В. Л. Гейміфікація як засіб формування пізнавального інтересу у навчанні фізики // Вікторія Леонідівна Бузько, Юлія Володимирівна Єчкало: Новітні комп’ютерні технології / Криворіз. нац. унт. – Кривий Ріг, 2017. – Т. 15. С. 171–175.
6. Zichermann G. The Gamification Revolution: How Leaders Leverage Game Mechanics to Crush the Competition. New York: McGraw Hill Professional, 2013. 256 р. URL: https://www.rulit.me/books/gejmifikaciya-v-biznesekak-probitsya-skvoz-shum-i-zavladet-vnimaniem-sotrudnikov-i-klientov-read-467061-1.html.
(дата звернення: 15.10.2023)
7. Werbach K. For the Win: How Game Thinking Can Revolutionize Your Busi. Philadelphia, 2012. 148 р. URL: http://loveread.ec/read_book.php?id=65948&p=1. (дата звернення: 15.10.2023)
8. Брайченко, О. Гейміфікація: коли книжка перетворюється на гру // Читимо: культура читання і мистецтво книговидання. Україна, 2018. – URL: http://www.chytomo.com/hejmefikatsiia-koly-knyzhka-peretvoriuietsia-na-hru/. (дата звернення: 15.10.2023)
9. Геймификация vs образовательные игры: найди отличия // Велика ідея. 2017. – URL: https://biggggidea.com/project/naukova-kvest-gra-sekretnaekspeditsiya/blog/1827 (дата звернення: 15.10.2023)
10. Cambridge Dictionary [Электронный ресурс]: URL: https://dictionary.cambridge.org/ dictionary/english/gamification (дата звернення: 15.10.2023)
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