"SCIENCE AND EDUCATION IN THE MODERN WORLD:
CHALLENGES OF THE XXI CENTURY"
NUR-SULTAN, KAZAKHSTAN, JULY 2019
71
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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