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Relevant bibliographies by topics / Gamification for training

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Academic literature on the topic 'Gamification for training'

Author: Grafiati

Published: 10 September 2021

Last updated: 29 July 2025

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Journal articles on the topic "Gamification for training"

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Prihationo, Krismassion, and A. Sobandi. "The Role of Gamification in Digital Workforce Training: A Case Study of Knowledge Retention and Engagement in Cloud Computing Training Course." Eduvest - Journal of Universal Studies 5, no. 6 (2025): 6055–66. https://doi.org/10.59188/eduvest.v5i6.50124.

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Indonesia’s Digital Talent Scholarship (DTS) program aims to enhance digital workforce readiness but struggles with sustaining engagement and knowledge retention in online training. While gamification (e.g., badges, leaderboards) has shown promise in education, its effectiveness in professional training and across diverse regional contexts remains unclear. This study examines how gamification elements influence engagement and retention in DTS’s Cloud Computing course, while assessing regional variations in outcomes. A quasi-experimental design compared 1,200 participants (gamified vs. standard

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Di Nardo, Vincenzo, Riccardo Fino, Marco Fiore, Giovanni Mignogna, Marina Mongiello, and Gaetano Simeone. "Usage of Gamification Techniques in Software Engineering Education and Training: A Systematic Review." Computers 13, no. 8 (2024): 196. http://dx.doi.org/10.3390/computers13080196.

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Gamification, the integration of game design elements into non-game contexts, has gained prominence in the software engineering education and training realm. By incorporating elements such as points, badges, quests, and challenges, gamification aims to motivate and engage learners, potentially transforming traditional educational methods. This paper addresses the gap in systematic evaluations of gamification’s effectiveness in software engineering education and training by conducting a comprehensive literature review of 68 primary studies. This review explores the advantages of gamification, i

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Torrado, Cespon Milagros, and Patricia Barcena-Toyos. "An example of gamification for pre-service teachers in online higher education: methods, tools, and purpose." Digital Education Revew 45 (February 3, 2025): 1–14. https://doi.org/10.1344/der.2025.46.1-14.

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Using gamification in teaching practice can be highly effective if educators understand its application. Recognising potential confusion surrounding theoretical approaches to gamification, this paper analyses a specific example of gamification using ICT/ICRT tools for online master’s degree students. It details the design steps, encompassing theoretical foundations, online tools, narrative elements, and practical links to the gamification experience.This study investigates the impact of gamification on student engagement and satisfaction in a virtual classroom setting. A total of 116 par

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Zhang, Xiaochun. "Gamifying Audio Description Training." Journal of Audiovisual Translation 4, no. 1 (2021): 114–36. http://dx.doi.org/10.47476/jat.v4i1.2021.149.

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State-of-the-art training methods for audio description (AD) are essential in preparing future professionals to meet the demand for accessible media content. Gamification, the application of game elements in non-game contexts, has been gaining increasing scholarly attention in the field of teaching and learning over the past few years. It is considered an effective pedagogical approach and has been applied in diverse contexts but not yet in AD training. This paper first provides a brief review of current AD teaching practice before investigating the implementation of gamification strategies in

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Ochakovskaya, Vera Andreevna. "Gamification in intracorporate training." Voprosy trudovogo prava (Labor law issues), no. 9 (September 21, 2020): 78–84. http://dx.doi.org/10.33920/pol-2-2009-09.

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The article presents a draft scenario for intracorporate training. The training can be organized both offline and online. The training scenario is stylized after the book by J.K. Rowling «Harry Potter». In this case, stylization acts as an effective tool for the organization of intracorporate training and a socio-game space.

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Vasylieva, Maryna, Inna Romanova, and Irina Sheplyakova. "GAMIFICATION IN TRAINING OF SOCIAL WORKERS." Educological discourse, no. 4 (2020): 97–114. http://dx.doi.org/10.28925/2312-5829.2020.4.7.

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The article analyzes the meaning of the concept of "gamification". It is determined that since 2011 the number of specialized conferences, books and research on the topic of gamification has increased, but its content is interpreted differently by scientists: both as a process and as a set of techniques or techniques. It is characterized that gamification in education is used in two meanings: in a broad sense - the game shell (attributes, techniques, elements) is used without the use of ICT; in the narrow - gamification is based on the use of ICT (video games, specialized programs, etc.). The

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Irunokhai, E. A., P. N. Meduna, J. O. Adigun, C. A. Jeje, and S. A. Wealth. "Gamification as Catalyst for Enhanced Learning Outcomes in Upper Basic Education in Ilorin Metropolis, Kwara State, Nigeria." Journal of Applied Sciences and Environmental Management 28, no. 11 (2024): 3619–24. https://doi.org/10.4314/jasem.v28i11.15.

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Gamification is adding game mechanics into non-game environments, such as a website, online community, learning management system or even business intranet to increase participation. Consequently, the objective of this paper is to evaluate the impact of gamification as a catalyst for enhanced learning outcomes in upper basic education in Ilorin Metropolis, Kwara State, Nigeria using various standard and appropriate techniques. The study revealed that gender does not influence the teachers’ perception about gamification’s effectiveness as an instructional strategy, male and female teachers had

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Williams, Matthea, and Heather Hudson. "Using Gamification in Athletic Training Education: Foundational Concepts." Journal of Athletic Training Education and Practice 21, no. 1 (2025): 22–27. https://doi.org/10.4085/1947-380x-24-062.

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Context Gamification integrates game elements outside of a game context. In an education setting, instructors can use gamification with goals ranging from brain breaks to critical appraisal of course content. Understanding the various elements can help decrease frustration and improve intended results, benefiting both the educator and the student. Objective To provide an overview of gamification in education, outline a gamification framework, and introduce a planning cycle that athletic training educators can use in course development. Background The use of game concepts in pedagogy goes back

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Tanner, Amanda, and Michelle K. Preiksaitis. "Perspectives of Learning and Training Practitioners on Gamification." CORALS’ Journal of Applied Research 01, no. 01 (2023): 01–20. http://dx.doi.org/10.58593/cjar.v1i1.12.

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United States’ information technology (IT) training professionals provided perspectives regarding the gamification of employee training to address turnover and reskilling needs. Participants (N = 9) aged 23 or above, with 5 years of training experience, provided their perceptions about gamified training during semi-structured interviews. A generic qualitative inquiry data analysis technique led to five themes: gamification is for onboarding and skills development and meets a variety of training needs; going beyond characteristics and elements of the game motivates employees; keeping the traini

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Ponce Anchundia, Luis Stiven, and Carlos Humberto Chancay Cedeño. "Gamification to Improve oral Communication in English Learners: A Systematic Literature Review." Ciencia Latina Revista Científica Multidisciplinar 8, no. 6 (2025): 6451–63. https://doi.org/10.37811/cl_rcm.v8i6.15332.

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This systematic review explores the effectiveness of gamification in enhancing oral communication skills among English language learners. Employing the PRISMA framework, 50 studies published between 2019 and 2023 were analyzed to address the research question: "To What extent does gamification foster students’ oral communication?". Findings suggest that gamification positively impacts oral communication by increasing student motivation, fostering engagement, and reducing anxiety during speaking activities. Key factors contributing to these outcomes include the strategic use of game elements, c

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Dissertations / Theses on the topic "Gamification for training"

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Chomunorwa, Silence. "Typing training through gamification." Master's thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/27909.

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Christofer, Monsen, and Lindholm Oscar. "Gamification - The process of designing our activities into games." Thesis, Umeå universitet, Institutionen för informatik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-122515.

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The trend of adjusting our activities, making them more attractive and less like chores is apparent just by looking at the applications and systems we use for our everyday lives. In this study we investigate this phenomenon, in both training and dating applications, from a design perspective using the frameworks of gamification and Fogg´s behavior model. Using these tools in complement with qualitative interviews we answer questions regarding how one can design gamification to achieve behavior change. The chosen applications, namely Tinder, Badoo, RunKeeper and Nike+ were all identified as gam

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Figueiredo, MÃrcia ValÃria Campos. "GamificaÃÃo e formaÃÃo docente: anÃlise de uma vivÃncia crÃtico-reflexiva dos professores." Universidade Federal do CearÃ, 2016. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=17849.

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nÃo hÃ<br>A pesquisa aqui apresentada partiu do seguinte questionamento: como professores formadores participantes de uma formaÃÃo docente, tendo como princÃpio a reflexÃo sobre suas aÃÃes, vivenciam a formaÃÃo baseada em prÃticas gamificadas e o respectivo desenvolvimento de uma atividade considerando tais prÃticas? O objetivo deste estudo foi analisar de que maneira uma formaÃÃo docente com gamificaÃÃo (aqui compreendida como o uso de elementos de games em situaÃÃes diversas e nÃo necessariamente de jogos) foi vivenciada por professores formadores da Escola Municipal de FormaÃÃo e AvaliaÃÃo

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Sobral, Joana Rita Esteves da Conceição. "A gamificação aplicada à área da formação." Master's thesis, Instituto Superior de Economia e Gestão, 2019. http://hdl.handle.net/10400.5/19710.

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Mestrado em Ciências Empresariais<br>A formação profissional é cada vez mais considerada como um investimento na criação de valor para as organizações e para as suas pessoas. Com os avanços tecnológicos e com a coabitação de novas gerações num único espaço de trabalho, as organizações começam a sentir necessidades de se reinventarem ao nível de processos e metodologias. Desta forma, têm tentado reinventarem-se ao nível da formação tradicional, conciliando-a com uma formação mais tecnológica, e é neste sentido que surge o tema da Gamificação. Um tema bastante abrangente e que tem vindo a ser im

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Lindhagen, Alva. "Hur tar man sig framåt? : En användarstudie av ett rörelsebaserat mobilspel." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-166427.

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Under de senaste tjugo åren har videospelsindustrin blomstrat och med det har det skett en ökning i antalet artiklar publicerade inom ämnet. Utvecklingen har följts av intresset för rörelsebaserade spel, där målet är att den som spelar ska utföra fysisk aktivitet samtidigt som denne har roligt. För att kunna fånga underhållning i kombination med fysisk aktivitet bör det undersökas hur spelare upplever spel. Studien ämnar studera användningen och upplevelsen hos deltagare som spelar det rörelsebaserade spelet Piddinrun. Utifrån deltagarnas utsagor och tidigare forskning inom speldesign utforska

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Coelho, Janaina Aparecida Ponté. "Uso de gamificação em cursos online abertos e massivos para formação continuada de docentes de matemática." Universidade Federal de Juiz de Fora (UFJF), 2017. https://repositorio.ufjf.br/jspui/handle/ufjf/6146.

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Submitted by Renata Lopes (renatasil82@gmail.com) on 2018-01-15T12:33:29Z No. of bitstreams: 1 janainaaparecidapontecoelho.pdf: 1721545 bytes, checksum: acb225090af668da685e33101d03a48e (MD5)<br>Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-01-29T11:02:56Z (GMT) No. of bitstreams: 1 janainaaparecidapontecoelho.pdf: 1721545 bytes, checksum: acb225090af668da685e33101d03a48e (MD5)<br>Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-01-29T11:03:08Z (GMT) No. of bitstreams: 1 janainaaparecidapontecoelho.pdf: 1721

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FIGUEIREDO, Mércia Valéria Campos. "Gamificação e formação docente: análise de uma vivência crítico-reflexiva dos professores." reponame:Repositório Institucional da UFC, 2016. http://www.repositorio.ufc.br/handle/riufc/20089.

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FIGUEIREDO, Mércia Valéria Campos. Gamificação e formação docente: análise de uma vivência crítico-reflexiva dos professores. 2016. 141f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2016.<br>Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2016-10-10T12:02:04Z No. of bitstreams: 1 2016_dis_mvcfigueiredo.pdf: 3559869 bytes, checksum: 6f0b8fa3ac426ddf916de5f02d05e5bd (MD5)<br>Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2016-10-11T13:18:03Z (GMT) No. of bitstreams: 1 2016_

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Listi, Paul, and Petter Kullander. "“Jag blir så motiverad av den här appen”: Spelifierade element i en träningsapplikation." Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-208752.

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Hur påverkas den uppfattade träningsmotivationen vid användning av de spelifierade elementen som finns i träningsapplikationen Fitocracy, i jämförelse med mer traditionella analoga loggningsmetoder? Spelifierade element i olika slags applikationer är något som används mer och mer i samband med att mobiltekniken utvecklas. Trots detta finns det ingen väletablerad spelifierad applikation för det ändamål många behöver uppfatta- en ökad motivation inför träning. Denna studie har som mål att undersöka en av de mest etablerade träningsapplikationer som finns på marknaden - Fitocracy - och hur mycket

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Cornellà, i. Canals Pere. "Gamificació de l'aprenentatge a la formació inicial de mestres. Reptes, pistes i claus per a desbloquejar metodologies." Doctoral thesis, Universitat de Girona, 2019. http://hdl.handle.net/10803/668660.

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The research is focused on applying the gamification methodology to a subject of the mention in ICT to answer the question of whether it can be a suitable methodology to be used in the initial training of teachers. Innovating in the initial training of teachers will allow the learning of students, both curricular, methodological and transversal skills, to reach the teaching centers and that may lead to a change in the education system. It can be concluded that gamification is a good methodology because it has improved the motivation of the students and also their academic performance. Th

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Lindskog, Jonas, and Michelle Stavroulaki. "What's their game? - A study of teacher preparation for using digital game-based teaching." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29552.

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The purpose of this study is to examine perceptions regarding digital game-based teachingand the extent to which teachers of English in Sweden have been prepared to use thisapproach. The basis for this study is the research on the effects of digital games for language learning and the perceived lack of the incorporation of these in teaching, creating a gap between student interests and teaching methods. Therefore, this study investigates the approach of teacher educators who are involved in the design of teacher training programs, as well as the perceptions of in-service teachers at secondary

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Books on the topic "Gamification for training"

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Borowski, Esther, Ingrid Isenhardt, and Nina Schiffeler. Gamification und Mixed-Reality-Training für Lehrende - mehr als nur spielen. wbv Publikation, 2020. http://dx.doi.org/10.3278/6004805w253.

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Tihomirova, Ol'ga. Transaction management: gamification of managing companies and people. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1072211.

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The science and practice of management are presented from a completely new, original author's point of view — as a social action of managers who implement given social roles. In existing theories over the past 100 years, management has been considered as a set of functions, as a process, as a talent, but not as a social action that is carried out by a specific person representing a specific social stratum — managers. Sometimes the theory is too boring and difficult to understand and implement them in practice in the management of specific companies. In this book, the author presents the theory

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Schmid, Andreas. Gamification of Electronic Negotiation Training. Springer Fachmedien Wiesbaden GmbH, 2022.

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Provence, Scott. Fail to Learn: A Manifesto for Training Gamification. Independently Published, 2020.

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The Gamification Of Learning And Instruction Fieldbook Ideas Into Practice. John Wiley & Sons Inc, 2014.

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Kapp, Karl M. Gamification of Learning and Instruction: Game-Based Methods and Strategies for Training and Education. Center for Creative Leadership, 2012.

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Gamification of Learning and Instruction: Game-Based Methods and Strategies for Training and Education. Center for Creative Leadership, 2012.

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Kapp, Karl M. Gamification of Learning and Instruction: Game-Based Methods and Strategies for Training and Education. Center for Creative Leadership, 2012.

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Office Arcade: Gamification, Byte-Size Learning, and Other Wins on the Way to Productive Human Resources. Lioncrest Publishing, 2017.

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The gamification of learning and instruction: Game-based methods and strategies for training and education. Pfeiffer, 2012.

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Book chapters on the topic "Gamification for training"

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Cornelissen, Ferdinand, Mark A. Neerincx, Nanja Smets, Leo Breebaart, Paul Dujardin, and Mikael Wolff. "Gamification for Astronaut Training." In Space Operations: Experience, Mission Systems, and Advanced Concepts. American Institute of Aeronautics and Astronautics, Inc., 2013. http://dx.doi.org/10.2514/5.9781624102080.0091.0110.

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Coull, Natalie, Iain Donald, Ian Ferguson, et al. "The Gamification of Cybersecurity Training." In E-Learning and Games. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-65849-0_13.

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Alvear, Henry, Hugo Arias-Flores, Carlos Ramos-Galarza, and Janio Jadán-Guerrero. "Introducing Gamification in Professional Training." In Artificial Intelligence, Computer and Software Engineering Advances. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68080-0_26.

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Ranga, Jayati, Harsh Purohit, and Sandeep Paatlan. "AI and Gamification in Simulation Training." In AI and Innovation in HRM. Routledge, 2025. https://doi.org/10.4324/9781003522157-2.

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Wood, Lincoln C., and Torsten Reiners. "Storytelling to Immersive Learners in an Authentic Virtual Training Environment." In Gamification in Education and Business. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-10208-5_16.

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García Iruela, Miguel, and Raquel Hijón Neira. "How Gamification Impacts on Vocational Training Students." In Lecture Notes in Computer Science. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93846-2_19.

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Knysh, Volha, Kaitlyn Patrick, and Fan Zhao. "Gamification of ERP Training in Local Governments." In HCI in Games: Serious and Immersive Games. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77414-1_2.

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Margariti, Katerina, Pantelis Velanas, Christos Malliarakis, John Soldatos, and Vassileios Roussakis. "LAW-GAME: Elevating Experiential Training Through Gamification Technologies." In Security Informatics and Law Enforcement. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-62083-6_23.

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AbstractThis research paper introduces the LAW-GAME project, an innovative initiative aimed at improving law enforcement professional training using gamification technologies. LAW-GAME’s primary goal is to bridge the theoretical knowledge and practical application gap by immersing police officers in a safe and controlled virtual environment. LAW-GAME is made up of four distinct “mini games,” each of which is designed to train and evaluate police officers in critical areas of law enforcement. Within an immersive virtual environment, these modules provide comprehensive training on forensic exami

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Dewi, Ika Parma, Lise Asnur, and Ambiyar. "Gamification: Learning Outcomes with Game Elements." In Proceedings of the 9th International Conference on Technical and Vocational Education and Training (ICTVET 2022). Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-050-3_11.

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Fuß, Carsten, Tim Steuer, Kevin Noll, and André Miede. "Teaching the Achiever, Explorer, Socializer, and Killer – Gamification in University Education." In Games for Training, Education, Health and Sports. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-05972-3_11.

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Conference papers on the topic "Gamification for training"

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Qi, Wenjing, Yan Zhang, Lina Xu, Mengkai Ge, and Zhehao Xu. "Gamification Design and Implementation of Cybersecurity Virtual Training Platform." In 2024 14th International Conference on Information Technology in Medicine and Education (ITME). IEEE, 2024. https://doi.org/10.1109/itme63426.2024.00179.

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Vauderwange, Oliver, Sofia Hämmerle, Stefano Gampe, Oliver Korn, and Dan Curticapean. "Dynamic curricular concepts for research oriented programs in optics and photonics: gamification in higher education." In Education and Training in Optics and Photonics (ETOP 2025), edited by Akhil Kallepalli. SPIE, 2025. https://doi.org/10.1117/12.3076816.

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Vauderwange, Oliver, Sofia Hämmerle, Stefano Gampe, Oliver Korn, and Dan Curticapean. "Dynamic curricular concepts for research-oriented programs in optics and photonics: development of a gamification framework." In Education and Training in Optics and Photonics (ETOP 2025), edited by Akhil Kallepalli. SPIE, 2025. https://doi.org/10.1117/12.3076817.

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Kohnen, Henriette, Paris Mavromoustakos-Blom, and Maryam Alimardani. "Is Gamification of Neurofeedback Training effective for ADHD treatment? A Systematic Review." In 2025 13th International Conference on Brain-Computer Interface (BCI). IEEE, 2025. https://doi.org/10.1109/bci65088.2025.10931381.

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Rosunally, Yasmine Z. "Harnessing Generative AI for Educational Gamification: A Framework and Practical Guide for Educators." In 2024 21st International Conference on Information Technology Based Higher Education and Training (ITHET). IEEE, 2024. https://doi.org/10.1109/ithet61869.2024.10837655.

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Vauderwange, Oliver, Sofia Hämmerle, Stefano Gampe, Oliver Korn, and Dan Curticapean. "Dynamic Curricular Concepts for Research Oriented Programs in Optics and Photonics: Gamification in Higher Education." In 2025 IEEE Conference on Education and Training in Optics and Photonics (ETOP). IEEE, 2025. https://doi.org/10.1109/etop64842.2025.11030639.

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Vauderwange, Oliver, Sofia Hämmerle, Stefano Gampe, Oliver Korn, and Dan Curticapean. "Dynamic Curricular Concepts for Research Oriented Programs in Optics and Photonics: Development of a Gamification Framework." In 2025 IEEE Conference on Education and Training in Optics and Photonics (ETOP). IEEE, 2025. https://doi.org/10.1109/etop64842.2025.11030629.

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Wallace, Matthew. "Using Virtual Reality to Help Teach Application Technique." In SSPC 2013 Greencoat. SSPC, 2013. https://doi.org/10.5006/s2013-00073.

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Abstract Virtual paint training systems are a needed and valuable addition to teaching methods. As the accuracy and complexity of simulations improve, the industry has begun to exploit this fusion of simulation and education. This presentation explores the next step - how to use the simulation to increase student engagement, enrich their skills development, and improve the trainees’ knowledge base. The up and coming young worker processes information in a vastly different way. The generation of iPads, Wikipedia, and computer-based training (CBT) shuns traditional pedagogical techniques. Simply

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Cornelissen, Ferdinand. "Gamification for Astronaut Training." In SpaceOps 2012. American Institute of Aeronautics and Astronautics, 2012. http://dx.doi.org/10.2514/6.2012-1275405.

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Mora, Alberto, Carina González, Joan Arnedo-Moreno, and Alexis Álvarez. "Gamification of cognitive training." In Interacción '16: XVII International Conference on Human Computer Interaction. ACM, 2016. http://dx.doi.org/10.1145/2998626.2998663.

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Reports on the topic "Gamification for training"

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Fedorenko, Elena G., Nataliia V. Kaidan, Vladyslav Ye Velychko, and Vladimir N. Soloviev. Gamification when studying logical operators on the Minecraft EDU platform. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4624.

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Use of visual methods plays a significant role in learning. ICT allow us to create electronic educational resources in a new format and with new opportunities. The study of their didactic possibilities, forms and methods of their application is a topical issue. Simulation, virtualization, gamification requires new knowledge about their application, and therefore, the problem of training future teachers to use them is an urgent and important part of training. In this article modern achievements in the use of serious games in education were investigated and analyzed, the possibilities of using v

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Voloshynov, Serhii A., Halyna V. Popova, Alona Y. Yurzhenko, and Ekaterina O. Shmeltser. The use of digital escape room in educational electronic environment of maritime higher education institutions. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3869.

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The paper is tended to investigate the gamification activities use in educational electronic environment of maritime higher education institutions. Gamification methods with examples are described (gamification testing, QR Code quest, storytelling and escape room). Comparative characteristic of traditional learning and learning using gamification in educational electronic environment is given in the article according to different criteria: the place and role of teacher or students in the learning process; type of information communication; methods of training; equipment; level of freedom of th

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Symonenko, Svitlana V., Nataliia V. Zaitseva, Viacheslav V. Osadchyi, Kateryna P. Osadcha, and Ekaterina O. Shmeltser. Virtual reality in foreign language training at higher educational institutions. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3759.

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The paper deals with the urgent problem of application of virtual reality in foreign language training. Statistical data confirms that the number of smartphone users, Internet users, including wireless Internet users, has been increasing for recent years in Ukraine and tends to grow. The coherence of quick mobile Internet access and presence of supplementary equipment enables to get trained or to self-dependently advance due to usage of virtual reality possibilities for education in the stationary classrooms, at home and in motion. Several important features of virtual reality, its advantages

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Strutynska, Oksana V., Grygoriy M. Torbin, Mariia A. Umryk, and Roman M. Vernydub. Digitalization of the educational process for the training of the pre-service teachers. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4437.

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According to the Development Concept of the Digital Economy and Society in Ukraine, the priority of this area is to develop a substantial national policy on digitalization of education, as this is the key part of the education reform in Ukraine. For this reason, universities should firstly take into account the particularities of teaching the current generation of students and the needs of the digital society as a whole. This paper considers the process of transition from informatization to digitalization in society, implementation of digital support for the educational process in the universi

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Дирда, Ірина Анатоліївна, Марина Вікторівна Малоіван, and Анна Олександрівна Томіліна. Innovative online teaching tools for students who major in english philology: challenges and opportinutuies. Видавнича група «Наукові перспективи», 2023. http://dx.doi.org/10.31812/123456789/7078.

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The paper in question outlines the possibilities of using modern teaching methods and tools in the process of teaching English to students who major in English Philology. The rapid changes which this process is undergoing are predetermined by the constant development and new demands which it has to meet. In view of Ukrainian education this process is shaped not only by the factors mentioned but as well by the fact that our country is still facing post-pandemic consequences and now those of war conflict when students are deprived of the possibility of gaining offline education in physical class

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