Abstract
<p style="text-align:justify">This study has experimentally tested how the introduction of simulations, adapting the experience of higher educational institutions of the United States, including the elements of gamification, in the training course Professional Foreign Language stimulates the educational activity of students at higher educational institutions of Ukraine students’ educational activity through the involvement and creation of activity for constructive competition and cooperation, stimulation of interests and motives, maintaining cognitive attention of students and encouraging feedback. To carry out this research, a script, a methodology for arranging the simulation Coffee Import-Export Procedure was developed. To process the collected statistical information, Covariance-based Structural Equation Modeling (SEM) software, including two-way ANOVA for Mixed Measures, was used, and the Textalyzer software was used to process the answers of the experimental group’s students to the open-type questions. It was found out, that the simulation model Coffee Import-Export Procedure with elements of gamification develops value-motivational, cognitive and activity-reflective components of educational activity of students, develops self-education skills, which are included in the list of key life and career Skills of the 21st Century, moving the formation of competences of self-education from minor to dominant positions, forms the model of future professional activity of students. The scientific and practical results of this research can be used in the practice of corporate training of company’s personnel, professional training of future specialists in management, international business, organizational psychology, law, etc., as well as for the organization of professional training for people with limited access to higher professional education or for those who needs retraining.</p>
Highlights
Gamification as a modern ultra-trend shows a significant educational potential (Giang, 2013; Glover, 2013; Zichermann & Cunningham, 2011), since this approach has a direct impact on the person’s interest in acquiring new knowledge, skills and experience, motivating the participant in the learning process to continue education and forms the satisfaction from what has been achieved (Dicheva, Dichev, Agre, & Angelova, 2015)
As we have found, despite the researchers’ attempts, the methods used to measure student progress in the learning process as part of the simulation do not directly assess the performance of the educational activity resulting from the simulation
The use of the simulation Coffee Import-Export Procedure with elements of gamification in the organization of educational activities of students of higher educational institutions positively affects the state of development of valuemotivational, cognitive and activity-reflexive components of educational activity of students, and as an example students of economic and managerial specialties
Summary
Gamification as a modern ultra-trend shows a significant educational potential (Giang, 2013; Glover, 2013; Zichermann & Cunningham, 2011), since this approach has a direct impact on the person’s interest in acquiring new knowledge, skills and experience, motivating the participant in the learning process to continue education and forms the satisfaction from what has been achieved (Dicheva, Dichev, Agre, & Angelova, 2015) This approach is based on application of a number of mechanisms, tools and modes of interaction like problem-solving-purpose collaboration and communication, to encourage participants to engage with their peers or colleagues, often just for fun and possibility to win some award (Lee & Hammer, 2011). There are plentiful theoretical studies focusing on categorizing games by game elements used in educational contexts (Deterding et al, 2011), game design elements (Werbach & Hunter, 2012), a game dynamic (Iosup & Epema, 2014), a game mechanic (Zichermann & Cunningham, 2011), gamification design principles (game design methods and processes) (De Schutter & Abeele, 2014; Mak, 2013), a motivational affordance (Hamari, Koivisto, & Sarsa, 2014), a type (purpose) of application (Kapp, 2012), an outcomes (achievements) evaluation system (Morrison & DiSalvo, 2014)
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