Key words: gamification, education, opportunity, methods, differentiated learning, strategy Introduction

"SCIENCE AND EDUCATION IN THE MODERN WORLD:
CHALLENGES OF THE XXI CENTURY" 
NUR-SULTAN, KAZAKHSTAN, JULY 2019
 
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productivity [7], or learning how to drive [8]. Gamification draws on the many motivational 
characteristics of good games, which make them good behavior drivers and powerful learning 
instruments [9, 10, 11]. As opposed to traditional educational materials, games can deliver 
information on request and within context, and are designed to maximize choice and ease the 
impact of failure [12]. Good games aim at heading off players from getting either bored or 
frustrated, thus allowing them to experience flow [13, 14] and endure. Researchers and 
educators have for long been studying the attempt and resilience of gamers when playing 
games, and how these can be put to use to help in learning [15]. Games have been used to teach
with success [16, 17], with documented improvements in learning outcomes, motivation and 
rigour in different academic fields. 
Gamification of education is a current subject, and research shows promising results. 
Pioneer studies already show that gamification may potentially increase student activity [18] 
and performance [19], although replicating these results over several iterations of the same 
course seems to be unexplored. Furthermore, little information exists counting how different 
students adapt to a gamified course and what kind of strategies they adopt. Recent works reveal 
that in a gamified setting, only users that bother to monitor their advancements and that of 
others seem be to be significantly affected by gamification [20]. Therefore, it is dominant to 
perceive how non-identical students play and learn in a gamified course and how they are 
engaged by it, to develop new gamification approaches that can adapt to their requirementss 
and engage more learners 
There is a great chance to improve the quality of education with utilizing 
teaching methods. ISu et al [21] define gamification as the use of game 
design elements and game mechanics in non-
game contexts 
in 
order 
to 
engage people 
and 
solve 
problems in the 
course 
of 
chemistry 
classes, the use 
of 
game 
elements 
in 
addition to the 
interest of the 
students in the 
discipline, the ability to memorize the topic, 
develop the quality of knowledge. Collective 
relationships are shaped and the culture of 
working with groups is formed. Games 
provides an opportunity to revise the lesson at 
the beginning and in middle of the lesson. They 
refresh the mood, develop interests, and increase the motivation for the lesson. Finally, 
gamification at the end of the lesson helps to summarize the knowledge gained over the lesson. 
It is well known that different types of game utilized in chemistry can enhance the students' 
understanding of chemical concepts and their ability to think and comprehend. During the game 
the personal qualities of the student can be formed. Learners should not only use the book 
material in the study of chemistry, but must also read and know chemical phenomena in nature.
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