В настоящее время в начальной школе Российской Федерации происходит постепенный переход к активным формам обучения, вовлекая учащихся в сотрудничество и самоорганизацию. Геймификация образовательного процесса представляет собой перспективный подход к решению этой задачи, позволяя сформировать у детей мотивацию к обучению за счет элементов игры. Цель данного исследования заключалась в экспериментальной проверке эффективности использования геймификации в начальной школе. В исследовании приняли участие 102 обучающихся 3-4-х классов одной из школ города Москвы. Классы были рандомизированы в две группы: экспериментальную и контрольную. В экспериментальной группе были применены разработанные игровые элементы к традиционному учебному процессу. Проводилась оценка учебной мотивации, успеваемости, а также анкетирование участников об их предпочтениях. Полученные результаты свидетельствуют о более высокой учебной мотивации и лучших показателях успеваемости в экспериментальной группе по сравнению с контрольной. Геймификация позволяет решать задачу формирования активных форм обучения и повышения мотивации учащихся начальных классов.
Currently, primary schools in the Russian Federation are gradually transitioning to active forms of education, involving students in cooperation and self-organization. Gamification of the educational process is a promising approach to solving this problem, allowing children to be motivated to learn through the elements of the game. The purpose of this study was to experimentally test the effectiveness of using gamification in elementary school. 102 students from grades 3-4 of one of the schools in Moscow took part in the study. The classes were randomized into two groups: experimental and control. In the experimental group, the developed game elements were applied to the traditional educational process. The assessment of educational motivation, academic performance, as well as a survey of participants about their preferences were carried out. The results obtained indicate higher educational motivation and better academic performance in the experimental group compared to the control group. Gamification allows us to solve the problem of forming active forms of learning and increasing the motivation of primary school students.
Currently, primary schools in the Russian Federation are gradually transitioning to active forms of education, involving students in cooperation and self-organization. Gamification of the educational process is a promising approach to solving this problem, allowing children to be motivated to learn through the elements of the game. The purpose of this study was to experimentally test the effectiveness of using gamification in elementary school. 102 students from grades 3-4 of one of the schools in Moscow took part in the study. The classes were randomized into two groups: experimental and control. In the experimental group, the developed game elements were applied to the traditional educational process. The assessment of educational motivation, academic performance, as well as a survey of participants about their preferences were carried out. The results obtained indicate higher educational motivation and better academic performance in the experimental group compared to the control group. Gamification allows us to solve the problem of forming active forms of learning and increasing the motivation of primary school students.