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1
Antonopoulos, Nikolaos. "Digital Gamification And Physical Activity Of Students." IOSR Journal of Sports and Physical Education 11, no. 6 (2024): 46–59. https://doi.org/10.9790/6737-1106014659.
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Physical Education is one of the cornerstones of education, promoting the overall development of students on a physical, psychological and social level. It cultivates skills that contribute to physical health, motor ability and self-confidence, while enhancing collaboration and social interaction. While its importance is recognised, one of the main problems it faces is low student participation, mainly due to lack of interest or the inability to link activities to their needs and interests. In this context, approaches such as gamification offer solutions to enhance engagement and participation, creating a learning environment that is both fun and educational. Gamification is a pedagogical method that utilizes mechanisms from games, such as level progression, rewards, scores and challenges, in non-playful environments. Its main goal is to motivate students, creating positive motivation for participation and engagement. In a course like Physical Education, where engagement and active participation are critical, incorporating this method can be a catalyst for creating a more engaging and dynamic learning environment. This study focuses on the theoretical investigation of the connection between gamification and physical activity, analyzing how these mechanisms can enhance educational practice and provide solutions to chronic problems of participation. Through the analysis of the relevant literature and research findings, it is confirmed that gamification can act as a motivation and engagement tool. By creating challenges that meet students' potential, their sense of autonomy and achievement is enhanced, making them feel active members of the learning process. In addition, the ability to collect virtual rewards, such as medals or points, and participate in competitions help create a fun experience that motivates even the most reluctant students. This method helps maintain interest by fostering consistency and active participation over time. At the same time, gamification contributes to the development of social skills, encouraging cooperation through team activities and friendly competition. Students learn to work together to achieve common goals, cultivating communication and relationship management skills. Especially for more reluctant students or those with lower motor skills, the ability to participate in activities tailored to their abilities creates an inclusive environment, enhancing self-esteem and sense of belonging. Through this process, the Physical Education lesson is transformed from a formal activity into an experience that empowers all students. While gamification offers significant benefits, it is not devoid of challenges. One of the key problems is an overemphasis on extrinsic motivation, such as rewards and scores, that can undermine students' internal motivation. To address this issue, teachers need to focus on creating activities that enhance autonomy, a sense of achievement and social interaction. In addition, limitations such as lack of equipment, insufficient teacher training and different abilities of students can be obstacles to the effective implementation of the method. However, with proper training and the use of affordable technological tools, these obstacles can be overcome. Through this study, guidelines for the implementation of gamification in Physical Education are proposed. Specially designed digital tools can support the personalisation of teaching, providing feedback and progress data. At the same time, the connection of Physical Education with other subjects, such as technology, sciences and arts, can create an interdisciplinary environment that enriches the learning experience. The use of augmented reality and other innovative technologies offers further possibilities for student engagement. Overall, gamification is presented as an innovative method that can transform the teaching of Physical Education. This approach not only improves participation and performance, but also creates an environment that enhances students' autonomy, collaboration and personal development. Future research and practical applications can contribute to the further exploitation of this method, shaping a more participatory and effective educational future
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Montiel-Ruiz, Francisco José, María-del-Mar Sánchez-Vera, and Isabel M. Solano-Fernández. "Social networks and gamification in physical education: A case study." Contemporary Educational Technology 15, no. 1 (2023): ep401. http://dx.doi.org/10.30935/cedtech/12660.
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Recent research and studies on training plans in physical education agree on the need to incorporate digital technologies in teaching contexts. At the same time, the introduction of active methodologies, such as gamification, has become one of the major trends of recent years. In this paper we present the perception of teachers and students about a gamified proposal for physical education in secondary education that uses social networks as a way for communication, collaboration, and promotion of physical activity among students. <i>Edmodo</i> has been used to carry out this experience because, as a vertical social network, it has an attractive interface for students and protects their privacy by not requiring any personal data.<br /> This is a qualitative research, with a case study methodological design, which has used the focus group and group interview as data collection techniques. The sample consisted of 10 teachers, which represents all the teachers participating in the experience, and 56 students. The results show the positive assessment, both by teachers and students, of the <i>Edmodo </i>social network as a virtual teaching-learning environment for physical education in secondary education, and gamification as an active methodology. Likewise, the influence that the proposal, based on the use of digital technologies and gamification, has had on the promotion of physical activity among pupils has been high.
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Verbivskyi, Dmytrii, Serhii Zhukovskyi, Olena Usata, Olena Fonariuk, and Viktoriia Humeniuk. "Use of digital technologies for innovation in teaching: Comparison of international and domestic approaches." Scientific Herald of Uzhhorod University Series Physics, no. 56 (March 27, 2024): 2587–99. http://dx.doi.org/10.54919/physics/56.2024.258hf7.
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Relevance. The research article is relevant as it compares international and Ukrainian approaches to using digital technologies in education, aiming to identify common features, differences, and areas for further development in enhancing teaching and learning through technology. Purpose. The study aims to compare and analyse international and Ukrainian approaches, in Ukraine and France, to the use of digital technologies in teaching to identify common and distinctive features and determine directions for further development in this area. Methodology. The study conducted a survey of teachers of higher education institutions in Ukraine, at the European University, Zhytomyr Ivan Franko State University, Dragomanov Ukrainian State University and Taras Shevchenko National University of Kyiv, and a comparative analysis of approaches to the use of digital technologies in education in the educational space of Ukraine and France. Results. This research has shown that the use of digital technologies in education contributes to the creation of a dynamic and effective learning environment. The comparative analysis of the use of digital technologies in teaching mathematics and computer science in Ukraine and France shows that both countries use interactive whiteboards, online resources and individualised approaches to learning, which indicates a general interest in the use of modern technologies in education. However, Ukraine faces challenges related to the limited availability and development of digital infrastructure, as well as limited financial resources for the introduction of digital technologies in the educational process compared to France. Conclusions. Ukraine and France are actively working to innovate and develop modern approaches to education, which creates a positive outlook for the future use of digital technologies in educational institutions. Keywords: digital technologies; innovations; virtual reality; gamification; learning effectiveness; multimedia materials; online platforms
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TROTSENKO, Dmytro. "FEATURES OF TRAINING FUTURE TEACHERS OF PHYSICAL CULTURE FOR ORGANIZATION OF PHYSICAL CULTURE AND MASS WORK IN THE CONDITIONS OF DIGITALIZATION OF EDUCATION." Cherkasy University Bulletin: Pedagogical Sciences, no. 1 (2025): 100–105. https://doi.org/10.31651/2524-2660-2025-1-100-105.
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The article presents an analysis of the problem of training future physical education teachers to organize physical education and mass work in the conditions of digitalization of education. Physical education is considered an important component of the educational process, as it contributes to the comprehensive development of the personality, health promotion, and the formation of healthy lifestyle skills. The article summarizes various approaches to the problem of training physical education teachers in higher education institutions, such as the issue of updating the content, forms, and methods of professional training of physical education teachers; features of the use of pedagogical technologies in the professional training of future physical education teachers; the need for future physical education teachers to master professional knowledge; and training physical education teachers to use information technologies in teaching and coaching activities. An important aspect of the research presented in the article is the integration of digital technologies into physical education through the use of mobile applications for tracking physical activity (Google Fit, Strava), conducting online classes, or interactive lessons on theoretical physical training. The integration of digital technologies into physical education also involves the gamification of physical education, the introduction of sports challenges, tournaments, and team competitions using digital technologies, and the use of VR/AR tools for teaching movement techniques. It is talked about how to bring higher education up to date in the area of training physical education teachers. This is happening right now with the goal of shifting the focus from sports and physical education to personal growth and making people better, which is in line with the humanistic nature of physical education and mass reality. The article proves that such an approach determines the new content of the professional activity of a physical education teacher based on the formation of his professional culture.
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Souza Júnior, Antônio Fernandes de, Márcio Romeu Ribas de Oliveira, and Allyson Carvalho de Araújo. "The debate of digital technology in the continuing Physical Education teacher education: uses and concepts for teaching and learning." Retos 46 (August 19, 2022): 694–704. http://dx.doi.org/10.47197/retos.v46.94484.
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Teacher education programs have recently incorporated digital technologies into their curricula. However, this does not seem to be sufficient, given all the current education challenges. This lack leads teachers to fill the gaps in other ways, for example, through personal effort, specialization courses, and permanent education. This study aimed to describe and analyze the professional education experience of Physical Education teachers with digital technology concerning the uses and concepts of technology. We used action research as a method by systematically observing continuing education meetings held in 2016, where we problematized concepts such as communication, mediation, narrative, and gamification. We used questionnaires, evaluation documents, and participant observation for data collection, with records in a field notebook to generate information. We identified some intrinsic and extrinsic factors in the mobilization of these teachers with the incorporation of digital technology. Three intrinsic trends appear as the main factors: 1) the concept of teaching, 2) a belief in digital technology as a possibility to relate to Physical Education, and 3) the pedagogical time for planning.
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Ibragimova, Elmira, Sanjar Uraimov, Yesset Baitassov, Shakhlo Yuldasheva, Dilfuza Kutlimuratova, and Marina Litwinowa. "Digital motivation: fitness apps and student physical activity." Retos 67 (May 7, 2025): 1162–73. https://doi.org/10.47197/retos.v67.113635.
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Objective: The study aims to investigate the influence of fitness apps on physical activity and intrinsic motivation for exercise among students. Amid growing digitalization and a decline in physical activity among young people, finding effective ways to use digital technologies to increase motivation for physical activity is of particular relevance. Methodology: The study involved 100 university students (aged 18-25) randomly assigned into control and experimental groups of 50 each. For 12 weeks, the experimental group used the Adidas Running fitness app selected deliberately according to MARS criteria, while the control group led a normal lifestyle. The effectiveness of the intervention was assessed using quantitative (analysis of physical activity data) and qualitative (surveys) methods. The study used validated instruments, including the Basic Psychological Needs in Exercise Scale (BPNES), the Intrinsic Motivation Inventory (IMI), and the Self-Organization of Activity Scale (SOA). Results: The results show a significant increase in physical activity in the experimental group (by 36.7%) compared to the control group (5.4%, p<0.001). The experimental group also showed a statistically significant improvement in intrinsic motivation and the satisfaction of basic psychological needs (p<0.001). Qualitative analysis shows a positive impact of social functions and gamification on students' motivation. Conclusions: The study provides evidence of the effectiveness of using digital technologies to increase students' physical activity and intrinsic motivation. The findings have important practical implications for developing strategies to increase physical activity among young people and can be applied to develop physical education programs in higher education institutions.
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Leleka, Vitalii, and Yaroslav Huzenko. "GAMIFICATION AS AN INNOVATIVE METHOD OF TEACHING PHYSICAL CULTURE IN THE CONTEXT OF NEW UKRAINIAN SCHOOL." Psychological and Pedagogical Problems of Modern School, no. 2(12) (October 30, 2024): 13–19. http://dx.doi.org/10.31499/2706-6258.2(12).2024.315000.
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The article explores the features of gamification as an innovative method of teaching physical education in secondary schools. It is determined that the use of the game approach significantly increases the effectiveness of the educational process.It has also been determined that game elements have the ability to hold the attention of players for a long time. Therefore, this method has broad prospects for use in the educational process, in particular, in teaching physical education. The game can be both a means and a form of self-control in learning. When applying the gamification method in teaching, the teacher uses various game strategies that increase students’ interest in learning and form long-term motivation.The article analyzes how the use of gamified practices contributes to the development of competencies defined by the concept of the New ukrainian school, in particular, the competence of a healthy lifestyle. It is realized through physical education lessons and extracurricular forms of physical education.Gamification of the learning process involves game design ‒ visualization of educational material in a game style. This makes learning material more accessible, diverse, and interesting for students. Gamification of learning implies that the teacher introduces elements of computer games, social networks, and other digital media popular among students into the educational process. This helps to create a comfortable learning environment for students and increase their motivation.The main tools of gamification in physical education lessons are considered. Particularly effective are the use of non-standard classes and equipment, the flipped classroom method, the use of various activities, team interaction, individual development, interactive method, and the use of modern technologies.
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Ciubean, Alina Deniza, Theodor Popa, Viorela Mihaela Ciortea, et al. "„Digital therapeutics” in musculoskeletal pain management: a narrative review of Gamification, Virtual Reality and Augmented Reality approaches." Balneo and PRM Research Journal 15, Vol.15, no. 2 (2024): 691. http://dx.doi.org/10.12680/balneo.2024.691.
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This review aims at highlighting the potential of the „digital therapeutics” as adjuncts to traditional physical medicine and rehabilitation methods, to explore the clinical effects and relevance of using them in the rehabilitation of patients experiencing musculoskeletal pain, acute or chronic, and to provide a comprehensive understanding of how these technologies can improve pain management, enhance rehabilitation outcomes, and contribute to the overall well-being of patients. A comprehensive analysis of existing literature, clinical trials, and observational studies was conducted to assess the benefits and outcomes associated with rehabilitation interventions in this specific patient population. Multiple studies have suggested that „digital therapeutics” in musculoskeletal pain management have the potential to complement traditional interventions, improve treatment outcomes, and enhance patient engagement. Gamification, virtual reality and augmented reality are promising tools for managing musculoskeletal pain, offering innovative approaches to pain relief, rehabilitation, assessment, education, and remote care delivery. Keywords: digital therapeutics; musculoskeletal pain; gamification; virtual reality; augmented reality
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Iievlieva, Yuliia. "ГЕЙМІФІКАЦІЙНІ ТЕХНОЛОГІЇ НАВЧАННЯ ГЕОГРАФІЇ У НОВІЙ УКРАЇНСЬКІЙ ШКОЛІ". Альманах науки 100, № 5 (50) (2021): 19–23. https://doi.org/10.5281/zenodo.5750644.
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The article is devoted to the use of gamification technologies when conducting geography lessons at the New Ukrainian School. The article reveals the essence of gamification technology, as a process that allows you to reveal the creative abilities of a student's personality and acquire all the competencies that the concept of the New Ukrainian School provides, in particular, information and digital. It is also determined that gamification of learning is becoming the most popular trend among modern teaching methods. The article discusses the main aspects of the transformation of the modern practice of teaching the disciplines of the natural cycle using the example of geography through the introduction of elements of gamification based on the operation of audiovisual content, which opens up new opportunities in the study of physical-geographical, economic-geographical and socio-geographical processes. The author characterizes the «game universes» that are most suitable for use in geography lessons and provide the opportunity to exploit the concept of modeling a number of geographical processes.
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KHOMENKO, P., T. DENYSOVETS, and A. DOLIDZE. "MODERN TECHNOLOGIES OF NATURAL SCIENCE-BASED SUPPORT FOR ADAPTIVE SPORTS AND PHYSICAL ACTIVITY IN THE PROFESSIONAL PRACTICE OF FUTURE EXPERTS IN SPORTS SCIENCE AND PHYSICAL EDUCATION." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 35 (May 30, 2025): 236–41. https://doi.org/10.33989/2075-146x.2025.35.331182.
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The modern advancement of adaptive physical culture (APC) is characterized by the active integration of cutting-edge natural science technologies aimed at personalizing training and rehabilitation processes. This article provides a theoretical justification for the role of natural science support in APC within the professional training of future specialists in physical culture and sports. The study identifies current trends in the development of APC in the context of digital transformation, highlighting the integration of biomedical sciences, information technologies, artificial intelligence, and sensor biometrics into physical rehabilitation systems and sports performance enhancement. The significance of fundamental natural science disciplines – such as biomechanics, physiology, sports medicine, biochemistry, and age-related physiology – in optimizing corrective and rehabilitation measures is examined. The article outlines key technological innovations applied in APC, including kinematic and dynamic movement analysis methods, electromyography monitoring, digital platforms for functional status assessment, mobile applications, and VR/AR systems for motor learning and recovery. Particular attention is given to the rationale for integrating these technologies into the professional training of specialists in physical culture and sports. The study proposes methodological approaches for incorporating biomedical and digital technologies into the educational process, including the digitalization of the learning environment, the implementation of project-based learning, and the gamification of rehabilitation programs. The article also explores future directions for enhancing natural science support in APC, focusing on the implementation of artificial intelligence, telemetry systems, biometric sensors, neurointerfaces, and automated platforms for analyzing physical parameters and predicting adaptive responses. Strategic priorities for the digital transformation of APC are summarized, aiming to improve the efficiency of physical activity for individuals with special needs, optimize rehabilitation programs, and enhance the professional training of specialists in physical culture and sports.
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Velychko, Anna, and Yuliia Muskharina. "Development of health-preserving competence of future physical education teachers in the context of the new ukrainian school and european practices." Scientific Journal of National Pedagogical Dragomanov University Series 15 Scientific and pedagogical problems of physical culture (physical culture and sports), no. 3K(188) (March 21, 2025): 81–85. https://doi.org/10.31392/udu-nc.series15.2025.03k(188).16.
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The article examines the development of health- preserving competence among future physical education teachers in the context of the New Ukrainian School and European practices. Modern approaches to fostering a healthy lifestyle in students are analyzed, including the integration of gamification, digital technologies, and outdoor activities. Special attention is given to inclusive education and the use of adaptive physical education methods. The study explores European experiences in implementing monitoring technologies to assess students’ physical condition and their impact on the quality of the educational process. It has been proven that effective training of future physical education teachers requires not only theoretical knowledge but also practical skills in organizing a health-preserving environment. The article highlights the importance of incorporating innovative teaching strategies, such as individualized fitness tracking, interactive sports lessons, and holistic physical activity programs, which contribute to students’ motivation and engagement. The integration of leading European approaches will enhance the quality of teacher training, ensuring the preparation of educators capable of effectively promoting physical education in line with contemporary educational challenges. Furthermore, the study emphasizes the role of physical education teachers as mentors and motivators who inspire students to lead an active lifestyle. European best practices demonstrate that close cooperation between teachers, students, and parents significantly improves educational outcomes. Implementing these strategies within the New Ukrainian School reform will contribute to a more inclusive and personalized approach to physical education, fostering a new generation of educators committed to students' holistic well-being and lifelong physical activity.
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Н.М., Юдина, Егорычева Е.В. та Кумашов Н.И. "Инновационные методы обучения физкультуре в цифровую эпоху". Modern Humanities Success, № 9 (28 вересня 2024): 238–43. http://dx.doi.org/10.58224/2618-7175-2024-9-238-243.
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в эпоху быстро развивающихся технологий, образовательная сфера, включая обучение физкультуре, претерпевает значительные изменения. Цель данной статьи – осветить, как инновационные методы и цифровые технологии трансформируют традиционные подходы к обучению физкультуре. Статья предоставляет всесторонний обзор современных технологий, таких как виртуальная и дополненная реальность, мобильные приложения, онлайн-платформы и геймификация, а также их влияние на мотивацию и эффективность обучения. Особое внимание уделено роли искусственного интеллекта и интерактивных систем в спортивном образовании. Анализируются как положительные аспекты, так и потенциальные проблемы, связанные с интеграцией данных инноваций. Представлены результаты научных исследований, а также практические примеры успешного использования новейших технологий в школах и спортивных клубах. Авторы стремятся не только осветить текущее состояние дел в области физкультурного образования, но и предложить перспективы для будущего развития данной сферы в контексте непрерывно эволюционирующего цифрового мира. in the era of rapidly developing technologies, the educational sphere, including physical education, is undergoing significant changes. The purpose of this article is to highlight how innovative methods and digital technologies are transforming traditional approaches to physical education. The article provides a comprehensive overview of modern technologies such as virtual and augmented reality, mobile applications, online platforms and gamification, as well as their impact on motivation and learning effectiveness. Special attention is paid to the role of artificial intelligence and interactive systems in sports education. Both positive aspects and potential problems related to the integration of these innovations are analyzed. The results of scientific research are presented, as well as practical examples of the successful use of the latest technologies in schools and sports clubs. The authors strive not only to highlight the current state of affairs in the field of physical education, but also to offer prospects for the future development of this field in the context of a continuously evolving digital world.
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Gerasimova, Elena K., Nadezhda V. Gavrilovskaya, Elena V. Soboleva, and Tatyana N. Suvorova. "Investigation conditions for inclusion of gamification elements in study of the basics of algorithmization and programming to improve the quality of educational results of pupils." Perspectives of Science and Education 52, no. 4 (2021): 461–77. http://dx.doi.org/10.32744/pse.2021.4.31.
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The problem and the aim of the study. Formation of programming skills, communication with artificial intelligence and other people, the level of thinking development are the basic indicators that determine effectiveness of the didactic system. Within the framework of e-learning, digital technologies, gamification elements, cyber-physical devices, etc. are actively used to support the quality of learning. The authors investigate conditions for effective inclusion of gamification elements in algorithmization and programming activities to increase the level of educational achievements of pupils. Research methods. The analysis and generalization of scientific literature on the problems of gamification of learning and cognition processes, the study of the basics of algorithmization are used. For development of game projects, debugging and testing applications, the ideas of structural programming, the method of step-by-step detailing are used. The programming technology is supported by the principles and techniques of gamification. Empirical methods that were used are observation, analysis of the results of work in the Logo program (user interface, game design, choice of algorithmic constructions, etc.). The study involved 48 pupils who study in grades 5-6 in Kirov school №11. The Pearson’s χ2 (chi-square) criterion was used as a method for statistical processing of the experimental data. Results. The pupils of the experimental group were involved in the purposeful cognitive activity on development of game projects using the Logo programming language (studying fundamental concepts, graphical capabilities, managing a Turtle in the object-oriented environment, research, collaboration, social activity). Statistically significant differences were found between the experimental and control groups in the level of educational achievements χ2emp.2 > χ2crit0.05 (7.885 > 7.815). In conclusion, the conditions under which the gamification of learning the basics of algorithmization and programming is maximally effective for improving the quality of academic achievements of schoolchildren are summarized: correlation of the didactic goal and the result of the game form of work, the choice of the plot for the game project, thinking through the mechanisms of feedback and interactivity, the distribution of roles, etc.
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Nosko, Mykola, Mykola Deіkun, and Olha Mekhed. "Modern approaches to professional training of specialists in the field of physical culture, sports and human health in Ukraine." Scientific Journal of National Pedagogical Dragomanov University Series 15 Scientific and pedagogical problems of physical culture (physical culture and sports), no. 3K(188) (March 21, 2025): 231–34. https://doi.org/10.31392/udu-nc.series15.2025.03k(188).52.
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In the current conditions of education reform in Ukraine, the improvement of professional training of specialists in physical culture, sports and human health is of particular importance. Growing requirements for the quality of personnel training necessitate the use of innovative approaches that combine traditional and modern teaching methods, digital technologies and a competency-based approach. The purpose of the article is to analyze and generalize modern approaches to the training of specialists in physical culture and sports in Ukraine, to identify effective educational technologies that contribute to improving the professional competence of graduates. Methodology. The study is based on a comprehensive approach, which includes the analysis of scientific sources, regulatory documents, questionnaires of teachers and students, comparative analysis of educational programs, as well as methods of pedagogical experiment and observation. Scientific novelty. The study is based on a comprehensive approach, which includes the analysis of scientific sources, regulatory documents, questionnaires of teachers and students, comparative analysis of educational programs, as well as methods of pedagogical experiment and observation. Conclusions. Modern approaches to training specialists in physical education, sports and human health are based on the integration of the latest technologies, an interdisciplinary approach and personalization of education. The survey results confirm the positive impact of these changes on the quality of training of students and graduates. The development of inclusive programs and international cooperation remains an important direction. The use of simulation technologies and gamification makes the educational process more effective and interesting. Further improvement of educational methods will contribute to the training of highly qualified specialists capable of working effectively in the field of physical education and human health.
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Bozhok, Oleksandr, and Serhii Kuryliuk. "Modern innovative approaches to organizing physical and health-improving activities in higher education institutions of Ukraine." Problems of Education, no. 1(102) (June 16, 2025): 340–53. https://doi.org/10.52256/2710-3986.1-102.2025.23.
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In the current context of social transformations, distance learning, and martial law, the issue of preserving the physical and mental health of student youth is gaining particular importance. One of the key tools for supporting student resilience is the innovative organization of physical and health-improving activities in higher education institutions, which necessitates the search for flexible and personalized forms of physical education adapted to the digital environment and the real needs of youth. Research aim: The purpose of the study is to substantiate effective innovative approaches to organizing physical and health-improving activities in higher education institutions of Ukraine, considering changes in the educational environment, digital transformation, the needs of student youth, and current socio- cultural challenges. Particular attention is paid to analyzing the level of student involvement in innovative forms of motor activity, the impact of digital technologies on motivation for physical activity, and identifying students’ expectations regarding the improvement of health-related initiatives in universities. Research methods: theoretical analysis, questionnaire survey, and methods of mathematical statistics. Results. The survey results show that the most popular forms of activity among students are fitness apps (28.6%), video lessons/training (34.2%), participation in online challenges and sports flash mobs (17.9%), while 37.4% are not engaged in any innovative form of activity. More than 62% of respondents recognize the positive influence of digital tools on their motivation for physical activity. The most common formats include online fitness (33.1%), virtual competitions (20.8%), and fitness gadgets (18.5%). Student expectations for improving innovative health-related activity in universities indicate that the majority (53.4%) require flexible learning formats; 41% emphasize the need for personalized training programs with teacher or trainer support; 29.4% express interest in integrating physical activity with psychological practices (relaxation, breathing exercises); 35.4% support gamification of physical and health-improving activities. Conclusion. Effective physical and health-improving activities in higher education institutions require digital transformation, individualized approaches, and greater student engagement through modern tools of motivation, support, and self- development.
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Dos Santos, Valdeci de Farias, Jéfferson Balbino, Alcione José Alves Bueno, Kátia Michels Ghisi, Waldemberg Araújo Bessa, and Ozeias Guimarães Souza. "DO QUADRO NEGRO À NUVEM: COMO A EDUCAÇÃO ESTÁ MIGRANDO PARA AMBIENTES TOTALMENTE DIGITAIS." ARACÊ 7, no. 6 (2025): 32475–87. https://doi.org/10.56238/arev7n6-193.
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Digital transformation in education has progressively intensified over recent decades, driven by developments such as the widespread availability of the internet, the expansion of mobile technologies, and, more recently, the integration of artificial intelligence. However, the COVID-19 pandemic marked a turning point, abruptly accelerating the adoption of digital resources by educational institutions worldwide. This article examines the transition from a traditional educational model—centered on face-to-face instruction, blackboard use, and physical infrastructure—to hybrid and, increasingly, fully digital approaches supported by online platforms, virtual learning environments, cloud-based solutions, and interactive tools. In addition to providing a historical overview of this shift, the article analyzes its impact on pedagogical methodologies, the role of educators, personalized learning, assessment strategies, and the ongoing professional development of teachers. It also addresses persistent challenges such as digital exclusion, infrastructure limitations in underserved regions, cultural resistance to technological adoption, and the lack of effective public policies to ensure equitable access to digital education. The analysis is supported by practical examples, case studies, and emerging trends, including the use of augmented reality, gamification, big data, and adaptive learning. Finally, the article offers reflections on possible pathways to strengthen a more inclusive, equitable, and student-centered digital education, with a particular focus on the Brazilian context and successful international experiences.
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Martín-Rodríguez, Alexandra, and Rubén Madrigal-Cerezo. "Technology-Enhanced Pedagogy in Physical Education: Bridging Engagement, Learning, and Lifelong Activity." Education Sciences 15, no. 4 (2025): 409. https://doi.org/10.3390/educsci15040409.
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The integration of technology into physical education (PE) has grown significantly in recent years, aiming to enhance student engagement, learning outcomes, and long-term adherence to physical activity. This study aims to critically examine the impact of technology-enhanced pedagogy in PE by reviewing the latest research on digital tools used in teaching and learning. Specifically, it explores how these technologies affect student engagement, knowledge retention, motor skill development, and self-regulated learning. Additionally, it seeks to identify potential barriers and strategies for optimizing their implementation in PE curricula. This study conducts a literature review, applying thematic analysis to categorize findings into key areas such as wearable technology, gamification, virtual and augmented reality, and artificial intelligence in physical education. Focused on the literature published between 2010 and 2025, it was conducted using academic databases such as PubMed, Scopus, and Web of Science. Finally, 151 articles were selected involving data extraction and qualitative synthesis of findings. Inclusion criteria encompassed peer-reviewed empirical studies, systematic reviews, and meta-analyses that investigated the application of technology in PE. The findings suggest that integrating technology into PE enhances motivation, engagement, motor skills, tactical understanding, and cognitive learning. However, issues such as digital inequality, lack of teacher training, and ethical concerns regarding student data collection pose significant challenges to widespread adoption. Also, this review identifies critical gaps and ethical considerations in the use of technology in PE, offering practical recommendations for its effective integration. Technology-enhanced pedagogy in PE offers numerous advantages, but its success depends on proper implementation, adequate teacher training, and equitable access to resources. However, this study is limited by the variability of methodologies across the reviewed studies, which may impact the generalizability of the findings.
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Kostrikova, Kateryna. "INNOVATIVE APPROACHES TO IMPLEMENTING OLYMPIC VALUES IN PRIMARY SCHOOL." Scientific Journal of National Pedagogical Dragomanov University Series 15 Scientific and pedagogical problems of physical culture (physical culture and sports), no. 3K(188) (March 21, 2025): 357–61. https://doi.org/10.31392/udu-nc.series15.2025.03k(188).86.
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The article explores the integration of Olympic values into primary education as a means of fostering a healthy lifestyle, moral and social qualities in students. The research focuses on the organizational and pedagogical conditions necessary for the effective implementation of Olympic principles in the primary school curriculum. The study analyzes modern educational technologies, including gamification, augmented and virtual reality, STEAM methods, and digital resources, which contribute to a deeper understanding of Olympic ideals. The findings indicate that the incorporation of these technologies enhances students’ engagement, promotes physical activity, and strengthens social interaction. The study also highlights the role of blended learning models, particularly the rotational model, in ensuring a balanced combination of online and offline activities in Olympic education. The experimental study results confirm the effectiveness of the proposed methodology. Implementing Olympic values in primary education not only enriches the learning process but also cultivates a personality oriented towards self-improvement, ethical behavior, and lifelong commitment to a healthy lifestyle. The integration of Olympic education into primary schooling is a promising direction for shaping socially responsible individuals who appreciate teamwork, perseverance, and fair play. The study contributes to the theoretical and practical development of Olympic education, emphasizing its role in modernizing physical education curricula and promoting sustainable educational practices. The conclusions suggest that Olympic values, when properly integrated, provide a holistic approach to personal development, reinforcing both cognitive and socio- emotional skills.
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Elizeu, Crispim de Mello, Danilo Duarte Barbosa Francisco, Humberto Lucas Filho José, and Sousa dos Santos Edilson. "TENDÊNCIA DA GAMIFICAÇÃO NAS AULAS DE EDUCAÇÃO FÍSICA E SUA IMPORTÂNCIA ( USO DAS TECNOLOGIAS DIGITAIS)." Revistaft 27, no. 123 (2023): 52. https://doi.org/10.5281/zenodo.8049252.
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Com os avanços constantes da tecnologia, a sociedade tem mudado radicalmente a forma de se relacionar com o mundo de uma forma geral, incluindo nos modos de aprendizagem. O processo de construção pedagógica foi permeado por diferentes correntes e métodos de ensino. Na área pedagógica, a educação física possibilita o ensino da condição humana; ensinar a compartilhar, ensinar a conviver; ensinar a organizar; Esses subsídios visam permear o desenvolvimento cognitivo e auxiliar no desenvolvimento moral e na formação da cidadania. Nesse contexto a gamificação tem sido pensada por educadores de educação física como uma proposta de aprendizagem, a contribuição dos jogos repercute no desenvolvimento de habilidades cognitivas que estimulam a tomada de decisões, alcance de metas, planejamento estratégico, entre outras. O papel do professor é colocar em fazer as mediações necessárias para a formação crítica, cultural e criativa do aluno, o estudo tem como objetivo geral destacar a importância da utilização das tecnologias digitais aplicadas às aulas de educação física. Por se tratar de uma pesquisa de revisão bibliográfica, para realizar o desenvolvimento do tema por meio das buscas, foi utilizado o método de leitura exploratória, que está relacionado ao tema do artigo de revisão e uma linha de conhecimento abrangente, rápida e geral.A pesquisa terá sua coleta de dados embasada em artigos científicos pesquisados nas plataformas digitais: <em>Web of Science</em>, <em>Google Scholar</em> e Banco de Teses e Dissertações da Capes (BTD). a gamificação surge como uma ferramenta de apoio nas aulas de educação física. A utilização de métodos ativos de ensino como a gamificação, estimula a cooperação entre os alunos, além de contribuir para o desenvolvimento da autonomia individual.
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Pardo-Baldoví, M. Isabel, Ángel San Martín-Alonso, and José Peirats-Chacón. "The Smart Classroom: Learning Challenges in the Digital Ecosystem." Education Sciences 13, no. 7 (2023): 662. http://dx.doi.org/10.3390/educsci13070662.
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Digital devices are causing the emergence of new learning ecosystems, including the smart classroom. This model changes the pedagogical intermediation paradigm, redefining educational values and principles. The present paper delves into this scenario through the results of a doctoral thesis funded by the Ministry of Science, Innovation and Universities of the Spanish Government. The research is based on a qualitative approach, involving a field study in four schools in the Valencian Community. The information is collected through the study of the school documentation, in-depth interviews with 23 teachers and participant observation sessions. This information is analysed under the postulates of discourse analysis. The results show that teachers see the smart classroom as an innovative paradigm that facilitates active learning. However, the focus tends to be on technologies, which are assumed to optimise learning. Teachers opt for the implementation of technology-mediated methodologies, such as the flipped classroom, PBL or gamification, but these often operate more at the formal level than at the applied level. Despite this, a learning ecosystem is emerging that is significantly different from the traditional one, involving a change of logic in which digital technologies adopt the centrality formerly held by the textbook or the teacher.
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Srdanović, Paula, Tibor Skala, and Marko Maričević. "InHeritage—A Gamified Mobile Application with AR and VR for Cultural Heritage Preservation in the Metaverse." Applied Sciences 15, no. 1 (2024): 257. https://doi.org/10.3390/app15010257.
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This paper explores contemporary approaches to preserving and promoting cultural heritage by integrating game elements and advanced technologies, such as Virtual Reality (VR) and Augmented Reality (AR). In an era increasingly shaped by digital innovation, preserving cultural heritage demands new strategies to sustain engagement with historical narratives and artifacts. Emerging technologies like VR and AR offer immersive, interactive experiences that appeal to modern audiences, especially younger generations accustomed to digital environments (Bekele and Champion). Gamification—the use of game design principles in non-game contexts—has gained significant traction in education and cultural heritage, providing new methods for increasing user engagement and retention (Werbach and Hunter). By incorporating gamified features, heritage can be made more accessible, fostering emotional connections and deeper understanding (Huotari and Hamari; Zichermann and Cunningham). This aligns with the shift toward interactive digital storytelling as a tool to transform static heritage presentations into dynamic, participatory experiences (Champion and Rahaman). Central to this research is the conceptualization and development of a mobile application leveraging VR and AR to enhance user engagement and education around cultural heritage. Drawing on the principles of self-determination theory (Deci and Ryan) and empirical findings on gamified learning (Landers and Landers), the application combines educational content with interactive elements, creating an immersive learning environment. By addressing both content accessibility and interactive immersion, this application bridges the gap between traditional heritage preservation and the expectations of a digitally native audience. The recent literature underscores the potential of VR and AR in cultural preservation, emphasizing their ability to transcend physical boundaries, simulate historical environments, and promote active participation (Milgram and Kishino, Addison; Azuma). As virtual environments evolve, platforms like the metaverse expand possibilities for experiencing cultural heritage in spaces free of geographical limitations (Cipresso et al.; Radianti et al.). Such advancements have already demonstrated significant educational and experiential benefits (Wu et al.; Akçayır and Akçayır). This study employs both quantitative and qualitative methods to examine the target group’s attitudes toward gamified technologies for cultural heritage preservation. The initial results indicate substantial interest and willingness among users to engage with applications employing VR and AR. This aligns with findings in the literature that suggest immersive experiences can enhance learning outcomes and foster long-term engagement (Merchant et al.; Speicher et al.). The project has garnered significant recognition, receiving the Rector’s Award for the best scientific paper in the technical field at the University of Zagreb and earning bronze medals at the ARCA Innovation Fair and the INOVA Fair. These accolades underscore the project’s innovative approach and its potential for real-world application. By presenting a robust framework for integrating gamification and immersive technologies into cultural heritage preservation, this paper contributes to the growing discourse on utilizing advanced digital tools to ensure the sustainability and relevance of cultural heritage for future generations.
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González-de la Torre, Héctor, María-Naira Hernández-De Luis, Sergio Mies-Padilla, Rafaela Camacho-Bejarano, José Verdú-Soriano, and Claudio-Alberto Rodríguez-Suárez. "Effectiveness of “Escape Room” Educational Technology in Nurses’ Education: A Systematic Review." Nursing Reports 14, no. 2 (2024): 1193–211. http://dx.doi.org/10.3390/nursrep14020091.
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Escape room games are educational gamification technologies that consist of introducing a team of players into a physical or digital space in search of clues to answer puzzles, riddles or enigmas and solve a mystery or problem. This study aims to determine the effectiveness of escape room games on the training of nursing students in an international context. A systematic review was carried out in MEDLINE, WOS, SCOPUS, CINAHL and LILACS databases using the MeSH terms “Education, Nursing” and “Educational Technology”, and the free term “Escape room”, combined with Boolean operators AND/OR. Intervention studies in Spanish, English and Portuguese were included, without limitation for the year of publication. Selection and critical appraisal were conducted by two independent reviewers. A total of n = 13 interventional studies were included (n = 2 Randomized Clinical Trials and n = 11 quasi-experimental design). Escape rooms are a recent and growing educational methodology, increasingly used in academia and in the training of nurses and nursing students. However, it is necessary to expand their use and the quality of the studies in a greater number of contexts. Furthermore, it is necessary to homogenize and standardize validated instruments to evaluate the effectiveness of escape rooms in the nursing education area.
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Deriy, Vladyslav, and Olena Timasheva. "FEATURES OF EDUCATIONAL PLATFORMS FOR FITNESS COACHES." Sport Science and Human Health 12, no. 2 (2024): 66–80. https://doi.org/10.28925/2664-2069.2024.25.
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Introduction. The article is devoted to the analysis of digitalization of educational processes in the field of physical culture and sports, in particular, educational platforms for fitness coaches. The study examines the challenges associated with the use of digital technologies in education, including the low level of digital literacy of professionals, insufficient infrastructure and innovative tools. The study compares Ukrainian and international educational platforms for fitness coaches, their advantages, disadvantages, and development prospects. The aim of the study is to characterize educational platforms for the training of fitness coaches with a focus on their functional features, advantages and disadvantages in the context of modern requirements for the digitalization of the educational process. Material and methods: analysis; synthesis; comparison, SWOT analysis. Results. The analysis of literature and Internet sources revealed that educational platforms for fitness coaches actively integrate modern digital technologies, including interactive materials, online courses, video tutorials, gamification and elements of virtual reality. Significant differences between Ukrainian and international platforms in the context of accreditation, access to innovative technologies and training methodologies have been identified. It has been determined that the key advantages of educational platforms are the personalization of the learning process, the flexibility of the learning format, and the possibility of continuous education; the disadvantages are the limited use of innovations in individual projects, the lack of accreditation for some programs, and insufficient integration with international standards. Conclusions. A comparative analysis of the platforms and projects used to train fitness coaches has shown that with more or less the same tuition fees, not all courses will provide the appropriate qualifications. When choosing a training center, you should pay attention to those that have accredited training programs (for example, NCCA, EREPS, ICREPs accreditation). Accordingly, in order to provide quality training for fitness instructors, increase their own competitiveness and develop the fitness industry as a whole, training centers should work not only on developing their own programs, but also on obtaining such accreditation in the future.
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Tyshchenko, Valeria, Stanislav Ivanenko, Ludmyla Kharchenko-Baranetska, Lidiia Kovalchuk, and Tetiana Konarova. "Innovative Methods of Training Bachelors and Masters in the Field of Physical Culture and Sports." Scientific Journal of National Pedagogical Dragomanov University Series 15 Scientific and pedagogical problems of physical culture (physical culture and sports), no. 3(189) (March 26, 2025): 164–67. https://doi.org/10.31392/udu-nc.series15.2025.03(189).30.
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The article is dedicated to exploring innovative methods of training bachelors and masters in the specialty "Physical Culture and Sports" within the context of the modern educational paradigm. The aim of the study is to investigate contemporary interactive methods of distance learning aimed at organizing and effectively managing educational activities to enhance the training quality of bachelors and masters in the specialty 017 "Physical Culture and Sports." The research tasks were addressed using theoretical research methods such as analysis, systematization, classification of educational and methodological literature; analysis of pedagogical documentation; pedagogical observation; and content analysis of educational programs and methodological support. Research Results. The study substantiates the importance of implementing interactive technologies, digital platforms, and distance learning for developing students' professional competencies. Key tools such as Moodle, Google Classroom, Zoom, Microsoft Teams, and Mentimeter are examined, highlighting their role in ensuring the adaptability of the educational process, fostering critical thinking, individualizing learning, and enhancing interactive engagement. The importance of integrating theoretical knowledge with practical training is emphasized, particularly through the use of platforms for group work, gamification, and automated testing. Conclusions. The study confirms the relevance of integrating innovative teaching methods into the system of training bachelors and masters in the specialty "Physical Culture and Sports." The findings demonstrate the effectiveness of combining theoretical preparation with practical aspects of education through the integration of modern IT solutions. This approach creates prerequisites for developing highly qualified, competitive professionals capable of adapting to the conditions of a dynamic professional environment.
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Roumana, A., A. Georgopoulos, and A. Koutsoudis. "DEVELOPING AN EDUCATIONAL CULTURAL HERITAGE 3D PUZZLE IN A VIRTUAL REALITY ENVIRONMENT." International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLIII-B2-2022 (May 30, 2022): 885–91. http://dx.doi.org/10.5194/isprs-archives-xliii-b2-2022-885-2022.
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Abstract. The ways our cultural heritage reserve is preserved and disseminated to the public have changed significantly, with the use of immersive technologies, such as virtual reality environments, and serious games. Nowadays, these technologies are also exploited for developing interactive informative applications, to support historical education and enhance museum visits, physical or virtual, especially to younger generations. The field of edutainment, educational entertainment, has been rapidly developing during the last 10 or 15 years. The main goal of this research is to develop an educational 3D puzzle-like serious game which can operate within a virtual reality environment while aiming towards the dissemination of cultural heritage content to the younger public, i.e., students, children etc., through a pleasant gamification process. The cultural heritage objects used are an ancient Greek temple and a statue of the Roman era, whose high-resolution fully textured 3D models were available from previous projects. The game application was developed in Unity game engine with suitable coding to enable the smooth execution of the 3D puzzle solution. The application verified that it is more interesting to learn about cultural assets through a game than in the conventional ways, and even more when it is implemented within a Virtual Reality environment, where the contact with the assets appears to be more direct and realistic. The same application can also be utilized in different educational areas and can be expanded by the inclusion of other digital assets.
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Balaskas, Stefanos, Christos Zotos, Maria Koutroumani, and Maria Rigou. "Effectiveness of GBL in the Engagement, Motivation, and Satisfaction of 6th Grade Pupils: A Kahoot! Approach." Education Sciences 13, no. 12 (2023): 1214. http://dx.doi.org/10.3390/educsci13121214.
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In the modern day, educational demands necessitate student-centered instructional approaches at all levels of educational institutions. Through the integration of digital technology, these frameworks incorporate up-to-date teaching methods, encourage social engagement, and promote cultural values. Gamification in digital technologies assists in establishing an educational environment that is engaging, entertaining, personalized, and constantly available. This educational environment is based on digital learning resources and draws on stored human knowledge, articulating education by removing geographical and temporal boundaries. Kahoot! is a platform that allows the creation of and access to gamified assessment quizzes while integrating technology into the teaching and learning process. In this article, we present the results of a study based on a Kahoot! quiz used in a classroom with 27 6th-grade pupils in a Greek elementary school. Our objective is to determine the effectiveness of game-based learning by using Kahoot! as a supplementary element to traditional teaching methods. With the inclusion of a post-activity questionnaire for overall interest and motivation to learn while using Kahoot! and the Driscoll Questionnaire, we aim to explore the potential benefits of Kahoot! in the learning process, pupil engagement, and assessment. The analysis of the collected data from the questionnaire demonstrated a positive attitude toward Kahoot! as an alternative educational method and learning approach. It also revealed positive feedback on the motivation, enjoyment, sense of autonomy, creativity, and pupil interest in the learning process. In addition, the study indicated a moderate positive effect on pupils’ understanding of the learning content and a slight inclination towards the technology-based, non-traditional approach compared to traditional teaching. Based on the findings, by fostering an encouraging and creative environment, we can improve pupil engagement and overall motivation while promoting autonomous learning through a game-based experience.
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Ntalindwa, Theoneste, Mathias Nduwingoma, Alphonse Uworwabayeho, et al. "Adapting the Use of Digital Content to Improve the Learning of Numeracy Among Children With Autism Spectrum Disorder in Rwanda: Thematic Content Analysis Study." JMIR Serious Games 10, no. 2 (2022): e28276. http://dx.doi.org/10.2196/28276.
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Background Many teachers consider it challenging to teach children with autism spectrum disorder (ASD) in an inclusive classroom due to their unique needs and challenges. The integration of information communication technology (ICT) in the education system allows children with ASD to improve their learning. However, these ICT tools should meet their needs to lead a productive life. Objective This study aimed to examine the possibilities of re-creating and adapting digital content to improve the learning of numeracy among children with ASD in inclusive school settings. Methods We conducted 7 focus group discussions (FGDs) with 56 teachers from 7 schools and 14 parents from April to November 2019. Each of the FGDs took around 1 hour. Two clustered sets of questions were used: (1) general knowledge about teaching children with ASD and (2) analysis of selected online educational video content of early math (specifically, counting numbers). The researchers used video to understand current methodologies used in teaching children with ASD, possibilities of adaptation of the content in the current teaching environment, future challenges when the content is adapted, and possible solutions to overcome those challenges. All data, including audio recordings, field notes, and participants’ comments, were transcribed, recorded, and analyzed following the steps recommended in qualitative data analysis. Results The researchers identified ten themes from the analysis of the data: (1) awareness of the existence of ASD among children in schools and the community, (2) acceptance of children with ASD in an inclusive classroom and the community, (3) methods and models used when teaching children with ASD, (4)realia used to improve the learning of children with ASD, (5) the design of educational digital content, (6) the accessibility of online educational content, (7) quality of the content of the educational multimedia, (8) the opportunity of using the translated and re-created content inside and outside the classroom, (9) the relevance of the digital content in the Rwandan educational system, and (10) enhancement of the accessibility and quality of the digital content. We found that participants assumed that the content translation, gamification, and re-creation would help teach children with ASD. Moreover, they recommended contextualizing the content, increasing access to digital devices, and further research in the education of different subjects. Conclusions Although many studies have identified the possibilities of using ICT to support children with ASD, few studies have documented the possibilities of integrating the existing technologies tested in the international community. This study is charting new territory to investigate online content to suit the context of schools. This study recommends further exploration of possible methodologies, such as applied behavior analysis or verbal behavior therapy, and the development of contextualized technologies that respond to the educational needs of children with ASD.
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N.V., Gafurova, Osipova S.I., Kublitskaya Yu.G., Shubkina O.Yu., and Churilova E.Yu. "ONLINE ENVIRONMENT: AUTONOMY OR LIMITATION?" “Educational bulletin “Consciousness” 25, no. 3 (2023): 11–21. http://dx.doi.org/10.26787/nydha-2686-6846-2023-25-3-11-21.
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The paper provides the study of the topical issue of modern education which defines online learning as an environment characterized by both autonomy and limitation for all the participants of the educational process. The reasons for raising this issue have been investigated and listed as follows: necessary moving to an online due to the pandemic of recent years; technical, methodological and technological lack of preparedness of teachers to implement the educational process in a new environment; a low level of motivation of teachers and students to work online efficiently, even though having a high level of digital proficiency. The authors consider the autonomy of an online learning environment in terms of the power of digital tools to be used in solving methodological problems and designing a pedagogical scenario in the logic of achieving planned educational results. Teachers’ and students’ autonomy in an online environment is realized in: a wide choice of different ways to present educational information; a variety of technologies to increase educational motivation; the possibility of implementing the ideas of microlearning; gamification of the educational process; monitoring the psychological well-being of a students, a positive attitude; a variety of individual trajectories of learning and a significantly changed role of students; the possibility of synchronous and asynchronous work, the presenting forms of the students’ projects and its evaluation, monitoring of students’ achievements. The limitations of an online environment as the authors conclude are mostly created by the participants of the educational process. This is an automatic rejection of new requirements and conditions and resistance to changes. The teachers’ lack of preparedness to solve the educational tasks in an online environment is doubled with the poor technical conditions of the physical environment. A major role in appearing the limitations online is also played by the methodological illiteracy of the teachers and the thoughtless use of digital solutions with no reference to educational tasks. The redesign of the pedagogical scenario and role changing of all the participants of the educational process could solve the problem of limitation of an online educational environment.
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Мануйленко, Н. А. "ОСНОВНЫЕ ТЕНДЕНЦИИ НА РЫНКЕ ФУНКЦИОНИРОВАНИЯ ФИТНЕС-КЛУБОВ: НАПРАВЛЕНИЯ ПРИМЕНЕНИЯ ЦИФРОВЫХ ТЕХНОЛОГИЙ". Vestnik of Rostov state University (RINH) 32, № 1 (2025): 52–59. https://doi.org/10.54220/v.rsue.1991-0533.2025.89.1.005.
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Введение. В статье уточняется, что фитнес-клубы играют существенную роль при вовлечении различных слоев населения в ведение здорового образа жизни и спортивного досуга. Демонстрируется рост вовлеченности населения в посещение спортивных организаций и акцентируется внимание на маркетинговых решениях для фитнесклубов в постпандемийный период, во многом связанных с использованием цифровых технологий. Материалы и методы. В статье исследуются основные тенденции на рынке фитнес-индустрии на базе анализа и сравнения мнений специалистов, изучающих данное направление. Анализируются материалы официальной статистики, результаты экспертных аналитических отчетов, материалы эмпирических исследований, в частности проведенных РБК и businesstat.ru. Использованы методы сбора, сопоставления, графического отображения, анализа и синтеза данных и формулирования выводов. Результаты исследования. Уточнено, что спортивная индустрия в России активно развивается. Ключевым импульсом к этому процессу выступает социальная политика государства, стимулирующая нацеленность на здоровый образ жизни и вовлечение населения в занятия физкультурой и спортом. Другим направлением, имеющим определяющее значение в оздоровлении нации, является формирование и развитие рынка фитнес-услуг, внедряющего инновации и опирающегося на применение передовых цифровых технологий. Обсуждение и заключение. Определено, что рынок, на котором проявляют свою активность фитнесклубы в России, сегодня продолжает расти. В период пандемии, по объективным причинам, в долевом отношении, по количеству посещений фитнес-клубов гражданами снижение достигло более 47%. Однако далее ситуация изменилась в положительную сторону. Во многом этому способствует опыт, приобретенный клубами в период пандемии в части внедрения цифровых технологий с свою работу. Ключевыми трендами сегодня являются: применение продуктов с программным обеспечением, цифровая социализация потребителей, геймификация, совмещение онлайн- и офлайн-формата тренировок, автоматизация процессов работы с потребителями и персоналом. Introduction. The article clarifies that fitness clubs play an essential role in involving various segments of the population in leading a healthy lifestyle and sports activities. The article demonstrates the growing involvement of the population in visiting sports organizations and focuses on marketing solutions for fitness clubs in the post-pandemic period, largely related to the use of digital technologies. Materials and methods. The article examines the main trends in the fitness industry market based on the analysis and comparison of opinions of specialists studying this field. The materials of official statistics, the results of expert analytical reports, empirical research materials, in particular, conducted by RBC and businesstat.ru. The methods of data collection, comparison, graphical display, analysis and synthesis, and formulation of conclusions are used. Research results. It is clarified that the sports industry in Russia is actively developing. The key impetus to this process is the social policy of the state, which stimulates the focus on a healthy lifestyle and the involvement of the population in physical education and sports. Another area of crucial importance in the nation's recovery is the formation and development of a fitness services market that innovates and relies on the use of advanced digital technologies. Discussion and conclusion. It is determined that the market in which fitness clubs are active in Russia continues to grow today. During the pandemic, for objective reasons, in terms of the number of visits to fitness clubs by citizens, the decrease reached more than 47%. However, the situation has further changed in a positive direction. In many ways, this is facilitated by the experience gained by clubs during the pandemic in terms of introducing digital technologies into their work. The key trends today are: the use of software products, digital socialization of consumers, gamification, the combination of online and offline training formats, automation of the processes of working with consumers and staff.
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Давронов, Б. О. "GAMIFICATION IN BIOLOGY EDUCATION: HOW GAMING TECHNOLOGIES INCREASE STUDENT MOTIVATION." BIOLOGICAL SCIENCES OF KAZAKHSTAN 3 (September 25, 2024): 68–72. https://doi.org/10.52301/1684-940x-2024-3-68-72.
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Modern education actively uses digital technologies, including gamification, as a tool for increasing student motivation. This article discusses the basic principles of gamification in teaching biology, examples of successful gaming techniques, and their impact on student engagement and academic performance. The purpose of this article is to analyze the impact of gamification on student motivation in studying biology
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Davronov, B. O. "GAMIFICATION IN BIOLOGY EDUCATION: HOW GAMING TECHNOLOGIES INCREASE STUDENT MOTIVATION." BIOLOGICAL SCIENCES OF KAZAKHSTAN 3 (September 27, 2024): 55–59. https://doi.org/10.52301/1684-940x-2024-3-55-59.
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Modern education actively uses digital technologies, including gamification, as a tool for increasing student motivation. This article discusses the basic principles of gamification in teaching biology, examples of successful gaming techniques, and their impact on student engagement and academic performance. The purpose of this article is to analyze the impact of gamification on student motivation in studying biology.
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Maia Miranda, Dennys, Raphael Rocha Laurentino, and Jean Mark Lobo De Oliveira. "GAMIFICATION: APPLYING THE PLAYFUL THROUGH DIGITAL GAMES." International Journal of Advanced Research 10, no. 11 (2022): 554–60. http://dx.doi.org/10.21474/ijar01/15699.
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This article has as object of study gamification in education, presenting a discussion about the importance of playful activity for the teaching-learning process through gamification in the construction of learning and points out the challenges of gamification in current education. Due to the intensive use of technologies today, the school needs to adapt to the context of this new era, seeking other strategies to teach and learn it. Gamification in education can be thought of as a possibility of innovation in current teaching and learning techniques, using ludicity and digital games as educational support tools that enable the achievement of learning objectives. An experiment is presented aimed at the construction of digital game proposals by undergraduate students of information systems courses at the Fametro University Center.
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Dečman, Nikolina, Ana Rep, and Marion Titgemeyer. "Who is more eager to use Gamification in Economic Disciplines? Comparison of Students and Educators." Business Systems Research Journal 13, no. 2 (2022): 96–116. http://dx.doi.org/10.2478/bsrj-2022-0017.
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Abstract Background: In this paper, the focus is on the application of digital and mobile technologies as supporting tools for the implementation of gamification in the field of education of future economists. Objectives: The paper’s main objective is to explore whether educators and students are motivated and willing to apply additional technologies as main gamification components in their work and education. Moreover, the paper aims to assess how their more comprehensive application affects the quality of teaching, work flexibility, new learning opportunities, and outcomes. Methods/Approach: The survey method was used to collect answers from educators and students primarily interested in accounting, finance, trade and tourism from higher and secondary education institutions in Croatia, Poland, Serbia and Germany. Afterwards, the responses were compared using statistical methods. Results: Research results confirm that educators and students are willing to use gamification in teaching. Still, they also expressed the need for better administrative support in using particular e-learning tools. Surprisingly, educators are more eager to use gamification in their work than students. Conclusions: The study’s general conclusion is that educators and students are both aware of the advantages of using e-learning tools provided through digital and mobile technologies and are eager to implement more gamification in the teaching process. However, continuous education in applying new digital technologies is needed on both sides.
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Moshynska, O. "GAMIFICATION AND DIGITALISATION OF EDUCATION." Scientific heritage, no. 139 (June 25, 2024): 70–72. https://doi.org/10.5281/zenodo.12525977.
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The education system is undergoing fundamental transformations. Along with the technologies of presentation of material by teachers to students, the timing of lessons, not designed for different levels of perception and concentration of attention, will also change. It is believed that in time, the traditional accumulation of knowledge in the form of grades will be abolished and the learning process will be modernised through new, advanced digital solutions and gamification. Gamification and digitalisation of education is the use of gaming elements in learning to make it more interactive engaging for learners. This can include the use of game mechanics such as assignments, points, achievements, levels, etc. Successful implementation of information technologies in educational processes will help to bring the sphere of education in Ukraine to a new level.
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Shirokolobova, Anastasia G. "Gamification in the context of digital transformation of education." Vestnik of Samara State Technical University Psychological and Pedagogical Sciences 19, no. 1 (2022): 5–20. http://dx.doi.org/10.17673/vsgtu-pps.2022.1.1.
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The paper focuses on one of the urgent problems of modern education gamification in the context of digital transformation of education. The digital transformation of education has created not only the problem of changing the teaching system, but also has given great opportunities to teachers to use the synthesis of the best teaching traditions and introduction of digital technologies into the educational process, since digital technologies can change the form of teaching disciplines radically. A review of scientific literature on the issue under the study allowed us to conclude that gamification has been used in scientific publications mainly in three areas of knowledge: marketing, information management and education. The aim of the research is to develop a level-based gamification system for technical and humanitarian subjects, which can be the element of electronic courses on the LMS Moodle platform and allow to form and evaluate soft skills and increase the student motivation in the process of blended learning. The research methods were the analysis and generalization of methodological literature on the topic; observation methods (direct and indirect observation, questionnaire), experiment. The practical basis of the research was made up in the following subjects Foreign Language, Resistance of materials, Philosophy, Life Safety, History of Russia, Engineering Graphics. Electronic courses were developed for the implementation of blended learning in the educational process in the LMS Moodle platform at a technical university. The definition of the term gamification is considered. An experiment was conducted to develop an electronic course on the LMS Moodle platform with the introduction of gamification in the educational process. The author suggests a four-level gamification system integrated into e-courses, which allows to form and evaluate the formation of soft skills and increases motivation for learning.
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Sadovets, Olesia, Olena Martynyuk, Olha Orlovska, Halyna Lysak, Svitlana Korol, and Maryna Zembytska. "Gamification in the Informal Learning Space of Higher Education (in the Context of the Digital Transformation of Education)." Postmodern Openings 13, no. 1 (2022): 330–50. http://dx.doi.org/10.18662/po/13.1/399.
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The article explores the way gamification transforms the informal learning space of the higher education institutions inspired by information technologies and the all-consuming digitalization of human society. An overview is presented of the existing ideas about gamification in the context of the digital transformation of higher education. It is established that the effective use of gamification as a learning technique in the context of digital transformation of higher education contributes to the implementation of its core principles. We have attempted to analyze the factors that gave rise to gamification as well as to examine the ways to introduce gamification to the informal learning experience. The components of this technology are singled out along with the principles of its functioning. In the process, we reveal the role of gamification and opportunities that open up for the organization of educational activities in the informal space of higher education. The given work identifies peculiarities and advantages of this digital form of education as well as risks associated with its introduction in the informal learning space of higher education. The authors elaborate on the specifics of the development of informal learning space in the context of global gamification, as well as the technological and semantic modernization of higher education. It is established that the main purpose of gamification is to boost the internal motivation of higher education students to study and to reveal their creative and professional abilities.
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Paľová, Dana, and Martin Vejačka. "Implementation of Gamification Principles into Higher Education." European Journal of Educational Research 11, no. 2 (2022): 763–79. http://dx.doi.org/10.12973/eu-jer.11.2.763.
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<p style="text-align: justify;">The field of education was distinctly affected by the development of information and communication technologies, as they can make education more efficient, interactive, and available. Today’s students call for new innovative educational approaches. Digital communication technologies are the organic part of their life and they are group-oriented and experienced users of these technologies. Information and communication technologies must be used in a new and more interactive way to motivate this new generation of students. One of the ways might be gamified learning. The gamification of education is an approach, which uses game practices and elements in a process of learning. Its main objective is to increase students' interest in learned topics and to motivate them to endure in learning. The gamification of the educational process is introduced in the curricula of several courses at our faculty. The paper aims to give a short overview of tools and methods of gamification of the education process. In addition to that, the implementation of gamification in our learning management system Moodle-supported business informatics course is presented.</p>
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El-Tanahi, Nagla, Mona Soliman, Hager Abdel Hady, et al. "The Effectiveness of Gamification in Physical Education: A Systematic Review." International Journal of Education in Mathematics, Science and Technology 12, no. 2 (2023): 406–17. http://dx.doi.org/10.46328/ijemst.4005.
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The development of digital technology in leaps and bounds has resulted in offering different learning options and alternatives in physical education. In this regard, technology techniques, like gamification, have been utilized in several areas of education, leading to the identification of its several usage benefits. Nevertheless, there is a lack of studies concerning how gamification would enhance students' skills in physical education. Therefore, this study systematically reviews gamification in the physical education literature from 2015 to 2022, focusing on 27 indexed papers published in international databases. Based on the results, most studies had positive findings on gamification effectiveness in physical education samples. Besides, based on the findings, gamification studies primarily focused on how physical skills can be enhanced among physical education students. The findings contribute to the way technology enhances students’ skills in physical education. To this end, more studies are required to mitigate the remaining gaps in gamification literature.
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Khrapov, Sergey A., Liudmila V. Baeva, Alexander V. Grigorev, and Dmitriy A. Bibarsov. "Virtual Gamification and Problems of Students’ Social Interaction." Galactica Media: Journal of Media Studies 4, no. 3 (2022): 237–48. http://dx.doi.org/10.46539/gmd.v4i3.323.
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The article concerns the systemic problem of students’ social interactions in the context of digitalization of education and usage of virtual gamification technologies in pedagogical process. The authors conducted an interdisciplinary analysis of influence of the phenomena and conditions of virtual gamification on the “vertical” and “horizontal” processes of students’ social interactions, which determine constructive or destructive vectors of their socialization and professionalization in a digital society. The authors concluded that professional use of gamification pedagogical technologies can significantly reduce the social risks of digitalization of education and increase the level of safety of communicative and educational environment.
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Dakhin, Alexander Nikolayevich. "Pedagogy of gamification." Journal of Pedagogical Innovations, no. 3 (October 19, 2021): 27–34. http://dx.doi.org/10.15293/1812-9463.2103.03.
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The article deals with the issues of didactic support of students ‘ play activities that contribute to improving the effectiveness of education. Gamification is exactly the tool that ensures the motivated involvement of students in the cognitive sphere, and social, physical and communicative activity is the applied result of the introduction of this tool into the structure of both general and pedagogical education. The purpose of this article is to present the methodological grounds for the use of the game both in the organization of children’s recreation and in the didactic provision of pedagogical education that can apply gamification for pedagogical purposes. The issues raised are especially relevant in the conditions of excessive fascination of teenagers with all kinds of computer games, which causes concern for their “digital dementia”, since it is accompanied by the adoption of already programmed scenarios. Digital autism also causes alertness, which leads to physical inactivity and other somatic problems. Practice insistently requires researchers to put the modern socio-cultural phenomenon, which is gamification, at the service of modern education with an appropriate pedagogical justification.
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Safaraliyev, Shoakbar Farhod o'g'li. "THE ROLE OF INNOVATIVE TECHNOLOGIES IN EDUCATION." Multidisciplinary Journal of Science and Technology 5, no. 2 (2025): 268–72. https://doi.org/10.5281/zenodo.14862746.
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This article explores the role of innovative technologies in education and highlights their impact on learning. The article discusses the evolution of educational technologies, from traditional methods to modern tools such as AI, VR, digital learning platforms, and IoT-based smart classrooms. The article highlights how AI personalizes learning, gamification increases engagement, and the metaverse enhances virtual learning. Overall, the article provides a clear and understandable overview of how technology is transforming education for a more interactive and inclusive future.
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Makakenko, Yana A. "Gamification and Narrative Practices in Modern Education." Koinon 3, no. 3-4 (2022): 88–97. http://dx.doi.org/10.15826/koinon.2022.03.3.4.033.
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This article devoted to phenomena of gamification as a teaching method and educational technology. The article discusses the situation of education in the XXI century and its main trends related to the development of the digital economy and the global challenges of our time: competence-based approach, active learning, game technologies in education. The advantages of gamification in connection with the issue of competence development are considered. The author turns to the history of gamification and discover the drawback of this method, due to the fact that its main principle: involvement in the process, does not justify itself in the long run. As a solution, the author proposes a narrative as a way to complement and deepen gamification, the use of which in the educational process on the one hand helps to pass the point of «fatigue» from the game, on the other hand, stimulates internal motivations for learning.
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Lee, Jung Yeop, Chong Un Pyon, and Jiyoung Woo. "Digital Twin for Math Education: A Study on the Utilization of Games and Gamification for University Mathematics Education." Electronics 12, no. 15 (2023): 3207. http://dx.doi.org/10.3390/electronics12153207.
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Gamification has emerged as a promising strategy for engaging students and enhancing learning outcomes across various disciplines, including education. It involves incorporating game-like elements into non-game contexts to motivate and engage users. Extensive research has demonstrated the positive impact of gamification on student engagement, motivation, and learning outcomes in diverse subjects, including mathematics. Nevertheless, there is a paucity of research on the effectiveness of gamification in mathematics education. To bridge this gap, we investigated the effects of gamification in college mathematics education, with a specific emphasis on students from liberal arts backgrounds who may lack foundational mathematical knowledge. In this work, we designed and implemented a gamified mathematics course tailored for liberal arts students in a Korean university. Leveraging digital twin technology for game and gamification, we created an immersive learning environment that allows students to visualize mathematical concepts through games, pair gamification factors on physical and virtual worlds, and engage in interactive problem-solving activities. The effectiveness of this gamified course in improving students’ engagement, motivation, and learning outcomes was thoroughly evaluated. Digital twin technology, in conjunction with gamification, holds immense potential to revolutionize the way mathematics is taught and learned, making it more accessible, interactive, and engaging for students from diverse educational backgrounds.
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SKASKIV, HANNA. "GAMIFICATION TECHNOLOGIES IN THE EDUCATIONAL PROCESS OF SMART-TNPU IN THE COMPUTER SCIENCE TEACHING." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy 1, no. 1 (2023): 170–77. http://dx.doi.org/10.25128/2415-3605.23.1.22.
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The article describes the features of the gamification technologies used in the educational process of SMART-TNPU, based on the work experience of researchers of Ternopil Volodymyr Hnatiuk National Pedagogical University (TNPU). An analysis of the game technologies implementation in the process of learning computer science at the university and general secondary education institutions was conducted. In the conditions of martial law, the situation with gamification of education is considered, the role of gamification in the educational process is determined. Significant achievements of the teachers of the Department of Computer Science in the study of problems related to the game technologies used in classes with different age groups of pupils and students are described. The conducted research helped to identify the main playgrounds and platforms that contribute to the development of digital competences of the participants of the educational process, help them create their own game projects. Approaches to the stages of implementing gamification in the SMART-TNPU system have been analyzed. The specifics of each stage of gamification are defined, the analysis of game project creation services and their use is presented. The main types of gamification in the educational process are outlined. The examples of student game projects and tasks are provided. The spheres of positive influence of gamification technologies using a Likert scale are substantiated, and caveats regarding their mass use are indicated. Gamification is an example of the use of innovative technologies, which contributes to increasing the efficiency of the organization of the educational process and achieving high results in the training of a modern computer science teacher.
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Ali, Syed Rizwan, Shaikh Zunain, Muhammad Faraz, and Talha Bin Shujaa. "Empowering Entrepreneurship Education with Digital Technologies Tools." Qlantic Journal of Social Sciences 6, no. 1 (2025): 234–51. https://doi.org/10.55737/qjss.vi-i.25305.
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Entrepreneurship education is a key engine to equip students with the high-level skills of creativity, problem-solving and strategic decision-making to navigate the constantly evolving global economy. The current study explores the role of digital tools in enhancing entrepreneurship training, focusing on the communicative platform, the collaborative platform, the simulation platform and the gamification platform. Tools such as Moodle, Capsim, Tableau and Kahoot make experiential learning possible, connecting the abstract with the concrete. Although digital tools have a mediated impact on learning outcomes related to entrepreneurship by promoting skill development, problems with digital skills, a lack of infrastructure and a culture of resistance to change are obstacles to achieving the full playing capacity of digital tools. The liberating possibility for the potential of future technology, especially AI and VR, for providing highly personalized and immersive education is demonstrated to be meaningful to the need for equitable access to resources and for having robust change management strategies. This research highlights the key and important role of digital technologies in entrepreneurial education reform and identifies the roadblocks to integrating those technologies effectively as well as suggests intervention strategies for better quality and access to education services in all SES levels.
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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." CTE Workshop Proceedings 7 (March 20, 2020): 347–59. http://dx.doi.org/10.55056/cte.364.
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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 the actions; presence of the problems in educational process; level of its control and learning outcomes. The paper also presents examples of gamification activities based on escape room quest to form communicative competency of future maritime professionals. Escape room activity presented in the article contains storytelling element, crossword and electronic testing questions of different types. Question types listed in the paper are Drag and drop to the text, Short answer and Multiple choice. Escape room activity was done by second year cadets of Kherson State Maritime Academy. According to the received results, knowledge quality increased by 10% and success by 20%. Further investigation of gamification activities can also be done for learning system of maritime higher education institutions using simulation technologies of virtual, augmented and mixed realities.
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Omarova, М. К., and Y. Gelişli. "Gamification in vocational education: a comparative analysis of existing research frontiers." Bulletin of the Karaganda university Pedagogy series 11730, no. 1 (2025): 178–86. https://doi.org/10.31489/2025ped1/178-186.
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The modern transformation of education requires teachers to modernize outdated motivational schemes and apply new technologies of interaction with the modern generation of students. One of the innovations that technology has brought to the educational environment is gamification. In the article is current research and publications on gamification in education, including vocational education analyzed. Gamification in vocational education is a relatively new field of research. In recent years, scientific achievements in the field of gamification in education have grown rapidly. The growing number of publications on the application ofgamification in education remains insufficient in terms of the development of scientific and methodological approaches to the use of gamification tools in the process of professional education, its use by teachers in the development of courses. In the article, research on the application of gamification in vocational education over the past five years was analyzed by the authors from several aspects. In the conclusion, the results of the conducted research analysis were shared by authors. The need to study the application of gamification in vocational education in Kazakhstan and to consider the possibility of applying gamification tools as an integral part of digital educational platforms of universities was noted by the authors.
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Smith, Keyonda, and Sandra Schamroth Abrams. "Gamification and accessibility." International Journal of Information and Learning Technology 36, no. 2 (2019): 104–23. http://dx.doi.org/10.1108/ijilt-06-2018-0061.
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PurposeThe purpose of this paper is to explore the issue of access to digital technology by using the lens of accessibility as set forth by the Rehabilitation Act of 1973 and the American Disabilities Act (ADA) of 1990. More specifically, this paper focuses on gamification, considers the needs of all learners, including those who identify as disabled, and raises important inquiries about equity and access to technological instructional materials.Design/methodology/approachJuxtaposing Kapp’s (2012) nine elements of gamification with aspects of accessibility, this paper conceptualizes the challenges and possibilities associated with gamified instructional approaches.FindingsThis paper examines gamification in light of potential barriers that exist as disabled learners navigate online courses that include one or more of the following aspects of gamification – game-based, mechanics, aesthetics, game-thinking, engage, people, motivate action, promote learning, and solve problems. Notably, online courses enhanced with gamification elements present potential access barriers and challenges to learners who identify with auditory, cognitive, neurological, physical, speech, or visual disabilities.Research limitations/implicationsThis paper initiates an important discussion, and as such, it incepts additional investigations into supporting differently abled learners.Practical implicationsBy examining gamification through the lens of accessibility, this paper contributes yet another perspective of teaching, learning, and instructional design.Originality/valueIn addition to socio-economic factors that may preclude one from engaging in a digital play, there is a larger question of how, if at all, gamification is accessible to learners with auditory, cognitive, neurological, physical, speech, or visual disabilities or impairments. This paper raises important questions for educators, education researchers, and game and instructional designers alike to ensure ubiquitous access to gamified digital materials in general, and online, gamified materials in particular.
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Fabre-Mitjans, Noëlle, Gregorio Jiménez-Valverde, Gerard Guimerà-Ballesta, and Genina Calafell-Subirà. "Digital Gamification to Foster Attitudes Toward Science in Early Childhood Teacher Education." Applied Sciences 15, no. 11 (2025): 5961. https://doi.org/10.3390/app15115961.
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Integrating technology-enhanced gamification into teacher education can significantly foster motivation and reshape perceptions toward science learning. This mixed-methods case study explores how a 14-week course for preservice early childhood teachers, supported by the digital gamification platform FantasyClass and enriched with a cohesive narrative structure, impacted students’ motivation and attitudes towards science. The course featured structural gamification elements—such as experience points, digital collectibles, and team-based challenges—combined with immersive storytelling that contextualized scientific tasks within a fantasy adventure. Quantitative data from pre- and post-intervention surveys revealed statistically significant improvements in attitudes toward science and perceived teaching competence. Thematic analysis of qualitative feedback highlighted enhanced engagement, enjoyment, and relevance of science learning. These findings suggest that intelligent integration of gamified technologies and narrative design in science teacher initial training can address motivational barriers and foster positive emotional engagement. While context-specific, this study offers insights into how digital gamified learning environments can support the development of positive attitudes towards science among future early childhood educators.
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Vargas-Macías, Zulma Liliana, Ariel Adolfo Rodríguez-Hernández, and Claudia Liliana Sánchez-Saenz. "Digital Games (Gamification) in Learning and Training: an Approach to Adaptation and Integration in the Classroom." GIST – Education and Learning Research Journal 20 (June 11, 2020): 171–88. http://dx.doi.org/10.26817/16925777.765.
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This article is the result of the SGI 2174 project. Its objective is to identify how elements, techniques and mechanics game (gamification) have been implemented, as an ICT-mediated learning strategy for learning and training in the education. A systemic literary review of works on the subject is carried out to contextualize and identify methods, techniques, tools and platforms of gamification. The results make an analysis of the articles reviewed, and describe and describe the technologies and methodologies of gamification and the most relevant results with which gamification has been implemented in educational and business environments. This project is developed in the research groups TelemaTICs and TICA, and funded by DIN-UPTC