Learning gamification tools for the development of students’ cognitive independence

Abstract

The article's aim is an analysis of the impact of learning gamification tools in higher education institutions on students’ cognitive independence. The study involved the method of expert evaluations, the method of classification of measuring scales, and the method of systematic control and self-control. The survey method and the method of analysing academic performance were also used. The Cronbach’s alpha reliability coefficient was used to check the reliability of the methods. This was followed by comparison of the results of both groups using the Cramer-Welch and χ² tests. Comparing the calculated empirical values of Emp criterion with the critical value of 0.05 = 1.96 at the significance level of 0.05 shows that Temp ≥ Tcr for compared groups. The empirical values of the Emp2 criterion calculated for the control and experimental groups after the experiment can be compared with the critical value of 0.052 = 5.99 at the significance level of 0.05. The results of the study gave grounds to state that learning gamification is effective for the development of students cognitive independence. This is due to the achievement of a high degree of student involvement in the educational process.