Gamification and gaming in the educational process

Urazmetova Aleksandra Vladimirovna ORCID: 0000-0002-1584-659X Doctor of Philology Professor, Department of English Language and Cross-Cultural Communication, Higher School of Foreign Philology, Linguistics and Translation, Institute of Humanities and Social Sciences, Ufa University of Science and Technology 32 Z.validi str., Ufa, Republic of Bashkortostan, 450076, Russia urazmetova82@mail.ru Other publications by this author

Hakimova Ralina Bulatovna Graduate student, Department of English and Cross-Cultural Communication, Ufa University of Science and Technology 452797, Russia, Republic of Bashkortostan, Novye Bishindy village, Tsentralnaya str., 91 ralina.sun@yandex.ru

Introduction. The problem of modernizing education is one of the most urgent in the modern world, and existing methods and technologies do not always meet the requirements and challenges of modern society. Problem statement. Many educational systems are still focused on traditional teaching methods, ignoring the changes in the needs and ways of teaching modern students. The lack of interactivity, modern technologies, and game aspects in the educational process can lead to insufficient motivation for students and reduced learning outcomes.

The relevance of this work is due to the fact that in a world of constantly evolving technologies and educational approaches, where active participation and motivation play an important role, gamification and gamification processes are coming to the fore as innovative methods of stimulating learning. This approach, which is still not fully understood, is becoming increasingly popular in education, providing unique opportunities to increase motivation, engagement, and learning effectiveness. Identifying the impact of the methods used on the learning process and student performance is one of the urgent tasks of this study.

The purpose of this study is to identify recommendations for teachers who introduce elements of gamification and gamification into the educational process. The objectives of the research are to study the concepts of gamification and gamification in the educational field, identify their unique features, determine their effectiveness by conducting an experiment on memorizing foreign words in the traditional way and using gamification, as well as to study the application of game mechanics and rules for the use of educational games in the classroom. The object of research consists of games and game mechanics. The subject of the research is the peculiarities of their application in the educational process. The research methodology implies the systematization of concepts and rules for the implementation of the studied innovative methods in education, followed by the identification of a list of basic recommendations for their practical use.

The main part. Gamification and gamification are two terms that are used synonymously in some contexts, however, it should be noted that although these terms can be interchanged or perceived as similar, there are certain differences between them.

Gamification is the use of game elements and mechanics in non–game real-world contexts (both online and offline), such as education, marketing, or business. Gamification transforms activities that a person would perform without it, but perhaps with less participation, efficiency, and pleasure. It helps to increase motivation, engagement, and learning outcomes by applying game characteristics such as scores, ratings, achievements, levels, virtual points, leadership boards, etc. in the learning process.

Gamification is the specific use of games or game tasks in the educational process to achieve the goals of learning and student development. Gamification involves the creation and application of educational games, quizzes, simulations, and other game tools for learning and testing knowledge.

Thus, gamification is rather a concept, while gamification is a specific application of games in the educational process. We can say that gamification is the use of game elements outside of game content, while gamification is the use of game mechanics inside the game. Both approaches can be effective tools for achieving goals, improving the learning process, or increasing participants' motivation, but in different contexts and with different focuses on the gaming experience.

Methodological foundations of the research. "The term gamification was first used in 2002 by British video game developer Nick Pelling, who launched a small startup for the use of gaming technologies in corporate services. Despite its innovation, the project failed to attract enough attention, and then the term did not catch on" ^{[1, p. 15]}. In 2008, interest in gamification was revived. "However, this was not a return to the original draft of N. Pelling, but a new incarnation of the term in a different context. If in 2002 the discussion of gamification began on the part of the gaming industry, then in 2008 the initiative was intercepted by business representatives. They realized that the rapid spread of smartphones and casual video games, which have actively migrated from the Internet to mobile device screens, opens up new opportunities in the field of marketing and loyalty programs. In fact, it was in 2008 that the era of gamification began, which was already being discussed in various professional fields by 2010" ^{[1, p. 16]}.

The concept of gamification has become particularly widespread and popular thanks to the work of Yu Kai Chow, Carl Kapa, and Jane McGonigal. Yu Kai Chou has developed the Octalysis framework, which identifies the eight main motivators underlying gamification.: 1) Epic Meaning: Providing students with a sense of a broader purpose that goes beyond their personal interests; 2) Development and achievement: stimulating progress and successful completion of assignments, motivating students to pursue new goals; 3) Empowerment and ownership: giving students control and ownership of their actions or their results; 4) Social influence and kinship: the influence of society and connection with others, including recognition from teachers and classmates; 5) rarity and impatience: using limited resources or opportunities to create desire or expectation; 6) unpredictability and curiosity: creating an element of surprise to retain the attention and interest of students; 7) loss and avoidance: maintaining motivation by avoiding negative consequences; 8) a sense of duty and protection: including responsibilities or responsibilities to the group or the learning process ^[2].

Karl Kap has developed the "Player Type Framework" game model, which classifies players according to their preferences: 1) Killers: students who are focused on achieving goals through competition and dominance; 2) Achievers: students who strive to accumulate achievements, points or status; 3) researchers: students who love to study, explore and immerse themselves in details; socializers: students who value interaction and collaboration with others. Knowledge about the characteristics of these types of players can provide useful information about the motivation of students and help in choosing the appropriate game elements to include in the educational process ^{[3, p 1-8]}.

Jane McGonigal, exploring gamification, highlights its potential in solving real problems and improving people's lives. She believes that games can motivate people to complete tasks and achieve goals, creating a sense of pleasure and satisfaction ^[4].

The report "Gamification 2020: what will be the future of gamification" prepared by the company In 2012, Gartner predicted that by 2020, gamification would reach a plateau of productivity, overcoming all stages of development, including a period of illusions and shortcomings, and entering a stage of mature growth when its capabilities and limitations become clear. Modern postulates of educational gamification are also revealed in the works of Russian scientists ^[5-11].

Gamification in the educational process. Gamification in education seeks to change the perception of the learning process, presenting it as a gaming experience that brings pleasure, rather than as an ordinary duty. It is important to note that gamification does not aim to transform learning activities into a game, but only offers a new approach to its implementation. The gamification literature often emphasizes that "reasonable and strategic use of game elements can create a learning environment that stimulates a high level of activity and motivation among students, which ultimately leads to positive changes in the cognitive, emotional and social spheres" ^{[12, p. 30]}.

Gamification includes the following elements: dynamics, mechanics, and components. This model is also called the gamification pyramid. Dynamics is a conceptual level of the game that forms a general idea of what is happening, establishes the logic of events and the interaction between the participants in the process. Mechanics are the processes and actions that take place in a game and develop a particular dynamic. "One or more mechanics can be applied to each speaker, and one mechanic can be associated with different speakers. Components are the elements of the game that implement the mechanics. It is with the components that the participants of the game interact directly" ^{[13, p. 20]}. Each component is associated with one or more mechanics elements. Game mechanics connect abstract dynamics with specific components of gamification, influencing user behavior in order to achieve set goals.

The problem with gamification is often that it is reduced to simple game mechanics such as "points, badges, and leaderboards," which mostly applies to the PBL (points/badges/leaderboards) model. The author of the Octalise framework, Yu Kai Chow, notes that this choice is due to the simplicity and convenience of the psychological motivator "Development and Achievement". Nevertheless, this approach may become an obstacle to the introduction of more complex and motivating forms of gamification ^[14]. For example, a point-rating system based on the PBL model is widespread in Russian universities, which, despite its simplicity, may hinder the implementation of other, more effective approaches ^{[15, p. 9]}. Thus, different gamification systems can conflict with each other and interfere with each other in achieving their goals.

The starting point in choosing game mechanics used in the educational process is specific educational tasks, according to which the most popular mechanics are divided into the following groups: the group of mechanics "achievements", "reward for competence", "big idea", "planning".

Achievements Mechanic Group

Components: points, level systems, progress bar. Objective: Internal motivation to develop skills and advance to new levels of learning is supported by demonstrating achievements. Like players in traditional games, students experience satisfaction from developing their skills and personal progress. To achieve this goal, it is important that their successes are clear and concrete. This is achieved not only by visualizing achievements and progress, but also by providing access to more complex tasks after completing the current level ^{[13, p. 21]}.

Mechanic Group "Award for competence"

Components: resources, collectibles, bonuses. Objective: to stimulate the external motivation of students by rewarding them for their time, efforts and acquired skills. This mechanic is closely related to achievement mechanics: the player receives rewards when they achieve certain educational or other goals. Thus, the competence achieved during the game is confirmed through various types of rewards ^{[13, p. 23]}. This adds an element of competitiveness and motivation, as students strive to receive these awards in order to expand their opportunities and enhance their status. Thus, awards become not just a sign of progress, but also an incentive for further improvement and development. Types of awards in the gamification system: praise – informing feedback on behalf of the game or character; receiving points, points for desirable behavior within the game;extra playing time;bonus content; quick transition to another level or location; opportunities for self-expression.

Mechanic Group "Big Idea"

Components: storyline, legend, virtual assistant, fictional world with characters. Objective: to provide a link between different types of educational content and to support the long-term involvement of students in the learning process. Contact with the creative story helps to increase the involvement of students in the process by arousing interest and a variety of emotions. Learning integrated into fascinating stories, with characters, conflicts, and intriguing turns of events can be a fascinating and memorable experience that effectively facilitates the learning process. "The new generation, generation Y, wants to see everything bright, fresh, attractive and exciting" ^{[16, p. 43]}. In this format, learning becomes not only useful, but also exciting, which helps users to better immerse themselves in the material and learn it easier. The virtual assistant plays the role of a guide who guides the participant through a rich story, acting as an assistant or mentor. He can offer tasks, provide the necessary resources, give hints for the successful completion of the game and help the participant navigate the game environment using various methods. This virtual assistant makes the learning process more interactive and exciting, enriching the gaming experience and supporting the participant on the way to achieving their goals.

Mechanic Group "Planning"

Components: schedule, process maps, instructions, countdown, deadline, rewards for participation. The task: to structure the passage of an educational course for students in order to stimulate compliance with deadlines and follow the curriculum. Sequence instructions, also known as process maps, are widely used in board games and are effective learning mechanics. They help participants focus on the current task, as well as plan their next steps by providing a clear sequence of actions. Using timers and countdown clocks creates a sense of urgency and encourages participants to take action. Time constraints also add great value to the task, as students strive to complete the task within the allotted time, thereby increasing their motivation and involvement in the learning process.

Thus, the choice and application of game mechanics in educational contexts has significant potential to increase motivation, engagement and effectiveness of learning, and also contributes to the upbringing and development of an individual capable of creative and productive activities ^{[17, p. 67]}. Grouping mechanics depending on educational tasks allows you to create more focused and adapted learning environments. The mechanics of achievements and rewards can stimulate both internal and external motivation of students, and the use of storylines and virtual assistants helps to increase the excitement of the learning process. Process maps and time planning help to structure the learning material and meet deadlines.

Therefore, the integration of game mechanics into educational solutions can make the learning process more efficient, interesting and productive for students. However, it should be noted that gamification is a rather labor–intensive process, both for teachers, for whom the workload increases, and for students, who also note an increase in effort and time ^[18].

Gamification in the educational process. The introduction of games into the educational process (gamification) is a rather difficult task that requires careful preparation and justification. For the successful implementation of this process, the game must comply with certain rules: 1) it must have educational value, 2) be seamlessly integrated into the educational program, 3) be clearly planned and structured, 4) have a balance between educational and entertainment functions, 5) be exciting and interactive, 6) involve students in team activities, 7) take into account the individual capabilities of students, 8) provide evaluation of the results and feedback.

1. The game should have educational value, since it is not just an entertainment element, but is a valuable tool that contributes to the development of knowledge, skills and abilities of students.

2. The game should be seamlessly integrated into the curriculum and organically integrated into the learning process; the game should not be perceived as a separate event or addition to the educational material.

3. The game should be planned and structured, the game should have clearly defined rules and objectives, each action in the game should move students closer to the set educational goal.

4. "When using the game, priority attention should be given to maintaining a balance between its functions: utilitarian (educational) and hedonistic (recreational)" ^{[19, p. 39]}. To maximize the effectiveness of the gamification process, none of these functions should prevail. However, the question of "how to choose the elements of the game material for a specific activity and how they interact with each other to achieve the desired result" ^{[20, p. 7]} still does not have an unambiguous solution.

5. The game should be interesting and exciting for students. The use of any game in both offline and online formats in the educational process should create an active, effective and stimulating educational environment.

6. The game should involve students in teamwork, which is an integral part of successful gamification. In addition to acquiring professional knowledge and skills, teamwork develops soft skills of cooperation, communication, creativity, leadership, strategizing, independent and joint search for solutions, the ability to argue, listen to other opinions and defend their point of view, and make collective decisions.

7. The game should take into account the individual needs and characteristics of students, allowing each participant to develop in accordance with their level of knowledge and abilities. "The effectiveness of gamification may vary depending on the age of students and their cognitive maturity" ^{[21, p. 1234]}. "A game created under the guidance of a professional gaming teacher can become an accessible way for a person of any age, physical and mental capabilities to interact with the world in which he lives" ^{[22, p. 153]}. The game can offer different difficulty levels, additional hints or resources, as well as personalized feedback.

8. The game should provide an opportunity for a systematic and objective assessment of academic achievements, which is a motivating factor for the student to continue to reach new heights. Assessment of results is equally important for teachers, as it allows them to present an overall picture of students' academic performance and assess their progress.

An experimental study. An experiment was conducted to study the effect of gamification on the memorization of English words at the C1 level by students of 1-2 bachelor's degree courses in language specialties. The hypothesis of the study was that gamification and gamification significantly improve memory. The purpose of the study is to identify the percentage by which the quality of material assimilation is improved. 40 students participated in the experiment. The experiment consisted of two rounds, during which the students got acquainted with the words and their definitions, and then wrote a dictation to demonstrate how well they were able to memorize the presented words. The first round was conducted in a classic format, while the second used elements of gamification and gamification to enhance students' motivation and involvement in the learning process. At the end of the second round, the winners were awarded valuable prizes.

During the first round, students were asked to memorize 10 C1 English words from the field of travel. The words and their definitions were presented in slide format on a large screen (the word in English is a translation in Russian), and the teacher read out each word with its definition in English. After a short time to memorize the words (3-5 minutes), the students wrote a dictation in which it was necessary to identify the word by its definition.

The results of the first round showed a significant range of ratings: from 1 to 10 points out of 10 possible. The majority of students (18%) were able to correctly recall 7 out of 10 words. Also, 15% of the students showed an average level of memorization, scoring 5 out of 10 points. At the same time, 13% of the students received the highest score (10 out of 10), demonstrating a high level of memorization.

In the second round, gamification elements came into play. The students were divided into four teams and given the task of memorizing the other 10 English words of the C1 level. The words and their translation were again presented on slides, and their definitions in English were voiced by the teacher.

Then the competitive game began: the teacher read out the definition, and the students in the teams had to be the first to assemble the correct word from the letters printed out in advance and given to each team. The first team that answered correctly received 2 points, and the second – 1 point. This form of play introduced an element of competition, which significantly increased the motivation of students to participate and carefully memorize words.

The results of the second round of dictation showed an improvement in students' memorization of words. The number of students who received the maximum score has increased significantly: 29% of students scored 10 out of 10, which is more than double the figures of the first round. The number of low grades also decreased significantly, from 18% of students who scored 1-3 points in the first round to 7.5% in the second round.

Fig. 1 Quantitative experimental results

The results of the study show that the addition of gamification elements to the process of learning English vocabulary led to a significant increase in the effectiveness of students' memorization of English words. The use of competitive elements, teamwork and awards increased the motivation and involvement of students in the learning process. The results of the experiment (Fig. 1) show that gamification can be an effective tool for improving memorization of words and increasing interest in learning a foreign language.

Conclusion (conclusions).

Thus, as a result of the research, the basic game mechanics and rules for the successful implementation of games in the educational process were identified and systematized. Compliance with these rules will help ensure the effective use of games, contributing to the achievement of successful educational results, as well as the acquisition of knowledge and the development of students' skills. Based on the highlighted rules, you can make a list of recommendations for a teacher who implements the innovative methods being studied in the educational process: you need to clearly define the goal that you want to achieve; identify the needs of students; select games or game elements suitable for achieving your goal; seamlessly integrate the game into the educational material, or vice versa, the educational material into the game; to maintain students' interest and motivation by applying game elements (scores, ratings, achievements, levels, virtual points, leadership boards, etc.); to develop an assessment system and provide feedback.

In conclusion, it should be noted that as a result of the conducted experimental research, it was proved that the introduction of gamification and gamification elements as innovative methods and approaches in educational activities increase the interest and motivation of students, which, in turn, contributes to better results in learning a foreign language. Educational games, whether digital or real, offer students a unique experience that actively interacts with their cognitive and emotional processes. In addition, the integration of game mechanics into educational practices not only contributes to the effective assimilation of knowledge, but also makes the learning process more exciting.