Key words: gamification, education, opportunity, methods, differentiated learning, strategy
Introduction
Nowadays, education for the formation of educated citizens is one of the major parts of
our country‘s development strategy. Therefore, the educational system needs changes of
coordinating the demands and needs of the modern world in order to have a positive impact on
the rapid development of education and science. It puts new requirements to the educational-
methodical system.
Chemistry is a difficult and interesting lesson. For this reason, in order to increase the interest
of students, it is best to use the theoretical knowledge in the form of play lessons in repetition
lessons to master the new material. Living in this developing worldthat needs frequent
adaptations have affected most classrooms, which containing of students with different
backgrounds, preferences, learning styles and different language expertises. Subsequently,
Chemistry teachers are faced with a challenge of meeting every individual student‘s needs and
being able to accomplish that task requires more than just delivering a lecture. The solution to
answering learners‘ requirements is applying differentiation in mixed-ability classes where the
teacher would be aware of the diversity of learners and choose carefully the variety of
activities and materials that would be most interest for them.
Gamification is a current notion that adopts game elements in non-gaming contexts [1, 2,
3] to participate users and encourage them to adopt specific behaviors, such as being more
inexperinced[4], becoming loyal to a marque [5], raising health awareness [6], improving
"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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