Means of gamification of learning during martial law

• Malaniuk, Nataliia ^[1] ; Hubarieva, Daria ^[3] ; Sviatenko, Tetiana ^[4] ; Gogunskaya, Inna ^[2] ; Parfanovich, Ivanna ^[5]
  1. [1] State University of Telecommunications

     State University of Telecommunications

     Ucrania

     
  2. [2] National Academy of Sciences of Ukraine

     National Academy of Sciences of Ukraine

     Ucrania

     
  3. [3] National Pedagogical Dragomanov University, Kyiv, Ukraine.
  4. [4] Dnipro State Medical University, Dnipro, Ukraine.
  5. [5] Ternopil Volodymyr Hnatyuk National Pedagogical University, Ternopil, Ukraine.

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• Localización: Revista Amazonia Investiga, ISSN-e 2322-6307, Vol. 12, Nº. 61, 2023, págs. 236-247
• Idioma: inglés
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• Resumen

  • The aim of the research was to investigate the impact of gamification on learning during martial law. An analysis of learning results and academic motivation of students who studied using gamification elements and the traditional "lecture-seminar" model was carried out. Academic motivation was assessed using the standard AMS-C questionnaire. It was found that the gamification of education contributed to the increase in the number of students who obtained Level B and reduction in the number of students who had Levels E and D. The use of gamification in general contributed to the strengthening of the motivation for learning, achievement and self-development. Feedback from students revealed that not all students liked the lack of correct action algorithms and the use of leader boards. It was established that the use of gamification during martial law contributed to an increase in the number of positive scores for the test exam and an enhanced intrinsic motivation. Learning motivation decreased among students who were trained with the use of gamification. Students’ external motivation did not change under the influence of gamification of learning.