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/ July 2022
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DOI: https://doi.org/10.34069/AI/2022.55.07.34
How to Cite:
Prosalova, V., Hryhoshkina, Y., Ivanyshyn, M., Stepanenko, O., & Zamsha,, A. (2022). Gamification, coaching, scribbling,
storytelling in Ukrainian literature classes: innovative potential and effectiveness of application. Amazonia Investiga, 11(55),
327-333. https://doi.org/10.34069/AI/2022.55.07.34
Gamification, coaching, scribbling, storytelling in Ukrainian literature
classes: innovative potential and effectiveness of application
Gamificación, coaching, scribbling, storytelling en las clases de literatura ucraniana:
potencial innovador y eficacia de la aplicación
Received: May 11, 2022 Accepted: July 3, 2022
Written by:
Prosalova Vira146
https://orcid.org/0000-0001-8498-7719
Hryhoshkina Yaroslava147
https://orcid.org/0000-0003-2180-0800
Ivanyshyn Myroslava148
https://orcid.org/0000-0002-4219-104X
Stepanenko Olena149
https://orcid.org/0000-0003-0887-5808
Zamsha Anna150
https://orcid.org/0000-0002-8843-035X
Abstract
The article is devoted to the peculiarities of the
application of innovative technologies and
methods in the lessons of Ukrainian literature.
The article aims to highlight the main
characteristics, content, and practical importance
of the innovative potential of gamification,
coaching, scribing, storytelling, their impact on
improving the quality of teaching. To evaluate
the effectiveness of the application of these
innovative methods, the article applied
theoretical and empirical methods, including the
study of professional literature and the conduct
of scientific and pedagogical experiment in the
lessons of Ukrainian literature in the seventh
grade of secondary school. As a result,
confirmation of the effectiveness of such
innovative teaching methods as gamification,
coaching, scribbling, storytelling was obtained.
The scientific novelty of the study lies in the
demonstration of the emergence of the effect of
complementarity in the application of these
146
Doctor of Philological Sciences, Professor, Professor of the The Department of Ukrainian Language, Theory and History of
Ukrainian and World Literature the Faculty of Philology Vasyl’ Stus Donetsk National University, Ukraine.
147
Candidate of Philological Sciences, Senior Lecturer of the Department of Theory and Practice of Translation Faculty of Foreign
Languages, Vasyl’ Stus Donetsk National University, Ukraine.
148
Candidate of philological sciences, Doctor of Philosophy, docent Department of World Literature and Slavonic Languages Faculty
of Philology Drogobych Ivan Franco State Pedagogical University, Ukraine.
149
Candidate of Philological Sciences, Associate Professor at the Department of Social and Humanitarian Education Communal
Institution of Higher Education «Dnipro Academy of Continuing Education» of Dnipropetrovsk Regional Council Ukraine, Ukraine.
150
PhD in Psychology Head Mykola Yarmachenko Institute of Special Education and Psychology of the National Academy of
Educational Sciences of Ukraine, Sign Language Education Division 9, Ukraine.
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methods in the classroom, which makes it
possible to increase the effectiveness of their
application. The practical value of the research
consists in the fact that its results and conclusions
can be used in pedagogical activity aimed both at
training students and professional development
of specialists in the field of pedagogy.
Keywords: gamification, innovation, coaching,
education, scribbling, storytelling.
Introduction
The stages of modern school development are
characterized by an intensive search for new
techniques and methods of teaching subjects and
its implementation in the theory and practice of
the educational process. Pedagogical innovations
are the result of a continuous search for original
and non-standard solutions to a variety of
pedagogical problems. The product of this search
is educational technologies, original educational
ideas, forms and methods of teaching, non-
standard approaches. The product of innovative
activity is the growth of pedagogical excellence,
the level of its culture, thinking, worldview. The
very implementation of innovative processes is a
mechanism of intensive development of
education and pedagogy.
Ukrainian teachers have recently been actively
applying modern approaches such as
gamification, coaching, scribbling, and
storytelling in the lessons of Ukrainian literature.
In this regard, the need arose to review the
experience of applying these approaches. This is
the purpose of this study, which is to highlight
the peculiarities of the application of modern
approaches such as gamification, coaching,
scrabbling, and storytelling in the lessons of
Ukrainian literature and to identify their
innovative potential and effectiveness of their
application. Achieving this goal required
focusing on the following main tasks of the
study, the implementation of which is outlined in
the relevant sections of this article:
1. Review of the literature on the use of
gamification, coaching, scribbling, and
storytelling approaches in literature classes,
and in particular in Ukrainian.
2. Improvement of the methodology for the
implementation of these approaches.
3. Justification of the expediency of applying
these approaches.
4. Revealing, by comparison, the innovative
potential of these approaches and the
effectiveness of their application.
Literature Review
The old-school paradigm in education is being
replaced by an innovative one. The prospect of
improvement within the school is seen in
vocational education, where it is possible to teach
Ukrainian literature of the school cycle. This
leads to significant changes in approaches to
learning. An important aspect of these changes is,
as Khrykov (2018) notes, a focus on students'
independent work, engaging them in exploratory
activities, teaching them to analyze processed
material.
Analysis of the quality of students' knowledge in
recent years proves that the educational process
requires serious changes and approaches to
teaching methods. In this regard, there is a need
for the greater interest of both students and
teachers themselves in improving the quality of
education. In recent years, Ukrainian universities
are moving to a new level of education,
introducing new approaches to teaching. The
teacher in this approach acts as a moderator,
applying the technique of targeting at the result.
Reducing the classical, conservative workload
requires a restructuring of the evaluation system,
ways of getting feedback, reevaluation of the use
of teaching methods.
All of this fully applies to lessons in Ukrainian
literature. However, as Mykhailov & Volkova
(2018) and Liakhotska et al., (2018), in addition
to purely methodological and organizational
aspects, the process of teaching Ukrainian
literature is significantly affected by changes in
the worldview of children and students at school
age, which are reflected in their attitude to the
artistic text and the features of its reading and
perception. Children today perceive the text
differently and use other reading and decoding
strategies. These reasons, according to Kuzan &
Hordiienko (2019), require a revision of the ways
and methods of teachers. The use of innovative
technologies becomes a necessity for positive
learning and the development of domestic
education in general.
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In this regard, we agree with the assessment
given by Pereiaslavska & Kozub (2021) to the
training course “Gamification in the educational
process at school” at Luhansk Taras Shevchenko
National University, according to which it is a
good example of improving teaching skills and
bringing the Ukrainian educational process to a
new, more modern level. In the process of
preparing this course, the subject of study was
introduced, normative documents, educational
standards were created, educational
documentation was developed, the necessary
literature, methodological recommendations, etc.
were written. This course was supported and
approved by the European Commission. Program
standards were developed not only for university
programs but also for lyceums and colleges. The
course program reveals instructions for learning
the basics of game methods, as well as for the
implementation of game mechanics and modern
technologies in the pedagogical process.
The theoretical basis of the gamification method
was laid in the field of business (Grobelny,
Smierzchalska, & Czapkowski, 2018), but it is
successfully used in other fields related to
communication, in particular in education
(Jacobs, 2018), for which special methods Meer,
2018; Meer, 2019) were developed. These
methods and techniques, adapted to the lessons
of Ukrainian literature, were the basis of the
methodology of this study.
Methodology
The methodology of effective organization of
school subjects with the introduction of
innovative methods carries not only theoretical
significance but also a whole complex approach.
Still, pedagogy is a practically oriented,
experimental science. Therefore, the main value
of methodological aspects is the practical
implementation and application of innovative
technologies in the lessons of Ukrainian
literature. In order to get the results, lessons in
different classes (groups) were conducted and
analyzed, taking into account different ages. In
these lessons were used methods: gamification,
coaching, scribbling, and storytelling.
The main methodological innovation of the
practical part of the study was the use of four
methods at once in one lesson, followed by a
comparison of this lesson with the classical
version. The teacher developed an innovative
lesson plan beforehand, taking into account the
necessary stages to be studied. The basis of the
experiment were the lessons from the school
program for the students of the seventh grade on
Ukrainian literature. Directly at the lessons, a
game atmosphere was created, which caused the
emotional interest of almost all the students in the
class. After the lessons were finished, the levels
of achievement achieved through the use of
innovative technology were compared with the
levels achieved in the lessons conducted without
it. For this purpose, grades from the school
register were used. The control part of the
practical study included a control test of the
students' knowledge, with special attention paid
to the topic used in the experiment.
Results and Discussion
The subject of Ukrainian literature is part of the
basis for the formation of communicative
competence. In addition to gaining knowledge of
the subject itself, teaching, in general, is also
aimed at the development and education of
students. But still, the main goal is to form a
personality filled with knowledge and
spirituality, the ability to use freely and
competently the native language, the
achievements of Ukrainian authors. Therefore,
this subject can be considered one of the key
subjects in the school program. For a more
modern, interesting, effective teaching of
subjects, productive interaction with the class,
teachers are increasingly turning to innovative
methods of teaching, which have the common
name of SMART-education. One such link that
is rapidly spreading and is a trend of the primary
process among applicants of different categories
is gamification (Azouz & Lefdaoui, 2018). As
noted by Kuzan, H., & Hordiienko (2019), the
term refers to the implementation of the learning
process in the immediate context of play.
Gamification can act as the main, and additional
method of organizing and conducting a lesson, as
a form of learning work, as well as a holistic
organization of the learning process.
For a creative and interesting lesson of Ukrainian
literature in the format of gamification it is
necessary to follow the basic rules and
components of the methodology. According to
this methodology, the main scene is action. The
student or a group of students needs to perform a
task to achieve the goal. Particular attention
should be paid to the execution and observance
of the rules voiced by the teacher. This orientates
students to honest and fair assessment, feedback
from the teacher, achievement of a positive
result. Characteristic elements of the game
should be its course and the roles performed by
students, components of the game, its dynamics.
An obligatory condition is the limitation of time.
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A good example is the object game “Find”. The
students are asked to find among visually
highlighted on the table or in the form of a
presentation (in combination with the scribbling
teaching method) objects (flowers, musical
instruments, books, writing materials, etc.) that
are associated with the characters of the work
studied in the lesson. This method helps students
to develop their creative imagination, thinking, to
penetrate into the essence, role, feeling of the
hero, as well as to tell why, in their opinion, these
particular objects are chosen.
It is important that in the lessons of Ukrainian
literature the use of a game form of teaching is
possible at different stages. For example, you can
effectively and at the same time interestingly
check the homework or repeat previously studied
material, to familiarize students with the topic,
goals, objectives of the lesson. When using this
method, it is easy for the teacher to lead students
to the main point in the topic, to introduce, teach
them to analyze, compare, summarize and
consolidate the material studied. Most
importantly, such lessons relax and unload
students, but at the same time teach them to
express themselves (Myronenko et al., 2018).
It should be noted, however, that the application
of gamification in the classroom, as, in fact, any
teaching method, has its advantages and
disadvantages. The advantages should include
self-education of students, the impetus to
independent work, cooperation in groups,
acquisition of useful practical skills,
encouragement, and interest in the subject,
creative thinking, and formation of imagination.
The disadvantages can include: psychological
aspects (students take defeat in the game
seriously), a lack of understanding of the need to
set time limits.
The effectiveness of gamification is especially
evident in the younger grades. For elementary
school students, the game form is perceived
better. Using this method, the teacher achieves
the goals of the lesson better and faster. After all,
the productive work of each student is aimed at
the result of the whole class.
Another innovative teaching technique is
coaching. This technique is borrowed from the
business world. The main purpose of its
application is to identify and realize the potential
of the student's personality, to build his faith and
self-confidence, which will ultimately bring
success (Pavlova, & Tertytsia, 2020). Coaching
is based on the interaction of educational
aspirants to develop their own strengths through
interest, confidence, and potential.
The traditional technique of using coaching in the
classroom is to ask a large number of questions
at various stages. Moreover, all the questions
should be thought through by the students
themselves. They set goals and objectives for
themselves and, with the teacher's help, achieve
them. In turn, using the method of coaching, the
teacher should make sure to create a comfortable
physical and psychological environment for
students, as well as an atmosphere of trust. This
will promote discovery, the formation of
independent search skills, and the improvement
of students' responses.
In practice, both group (team) and individual
coaching can be used. For example, the
Kaidasheva Family (Nechui-Levytskyi, 2020)
exercise, The View of the Other. Students are
given the roles of the characters in a work about
which they must express their opinions. The
exercise aims to teach students to listen,
understand and adequately perceive the point of
view of others, as well as to make decisions,
develop independence and confidence in their
own abilities.
When summarizing the results, you can offer to
create a work based on the pyramid. Line 1 of the
pyramid - 1 word (hero name); Line 2 - 2 words
(hero description); Line 3 - 3 words (scene
description); Line 4 - 4 words (problem
description); Line 5 - 5 words (first event); Line
6 - 6 words (sixth event); Line 7 - 7 words
(denouement). Such techniques with the help of
powerful stimulation of thinking allow to form in
applicants of education constructive skills, goal
setting, ways and methods of its achievement, a
search of the necessary information, satisfaction,
and assessment of own result.
Scribbling is storytelling with the help of
illustrations. An elementary example of
scribbling is the illustrated reproduction of
information with chalk on a blackboard
(facilitation). So, scrabbling is the addition of
illustrations to a story, revealing the key content
of what is being said (Vitomir, 2019).
The great advantage of this technique is an
effective motivator, attracting the attention and
concentration on the element of the lesson of the
entire target audience. Especially relevant is the
use of scribbling at the beginning of the study of
a new topic. Graphic material allows you to
interest students, to grasp the main and important
points of the topic. Good results are also obtained
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by doing homework according to this method.
For example, creating their own presentation on
the topic and then demonstrating it. You can, for
example, ask students to try to draw a story on
the theme “Life Eternal” by Ivan Franko (Franko,
2020). Or graphically deconstruct poems by Lina
Kostenko (Kostenko, 2019). When performing
visual illustrations, the teacher should offer
students an outline (Volkova, 2017) containing
the idea, analysis of the main images for the
drawings, supporting visualization elements,
scenario, time.
Scribbling is divided into two main groups: video
scribbling and presentation scribbling. Types of
reproduction scribbling are drawing (drawing by
hand), applique (reproduction of a drawing by
applique technique), computer (use of computer
services and programs, Internet). Among the
practical activities, students use scribbling
presentations more often. To make the lesson
more effective, the teacher uses video scribbling.
It helps to activate the learning and cognitive
activity, to interest students, to achieve the easier
perception of the educational material, to
systematize knowledge (Khrykov, 2018).
Lessons in Ukrainian literature require students
to constantly read works, to be able to
comprehend them, understand the purpose of
each work, and sometimes even experience and
sympathize with the characters. The teacher, in
turn, requires students to analyze what they have
read logically. The method of Storytelling, which
focuses on oral communication, creativity, and
critical thinking, helps them do this.
The term storytelling refers to the technique of
presenting information in the form of an
interesting story (Khrykov, 2018). This
methodology takes on the corresponding
functions:
− educational (to form knowledge, skills, and
abilities);
− stimulating (allows to inspire, interest
students);
− uniting (development of friendly relations);
− utilitarian (cooperation of successful and
unsuccessful students);
− influential (allows confidence to form
necessary beliefs);
− communicative (effectiveness of
unification).
In the lesson, the teacher uses narration in text
form, video, audio, photos, and their
combinations. The method was applied through
the exercise “I am a hero”. The students were
asked to choose a hero from a story or read work
from the curriculum and prepare a story “I am a
hero (character)” according to the appropriate
points.
Why does the student associate himself or herself
with the chosen hero? How did he or she affect
the situation? How might he or she have changed
it? What is the significance of the hero of the
piece? What would the hero look like in the
present and future? Such an exercise helps the
teacher immerse students in the time of events,
analyze the literary work and its characters,
sympathize and criticize, that is, develop not only
communicative skills but also emotional
intelligence.
For more effective research of the topic of
modern game forms of lessons, a comparative
analysis of the methods used in the practical part
was carried out. The comparison was based on
finding and highlighting the main common
aspects. It was found that the main common
feature of all the methods used is that the students
act as “players”. This increases the dynamics of
the lesson, as so-called scenarios, goals, and rules
emerge that require more attention and reaction.
The mechanics of the lesson, that is, the
appearance of new elements (drawings, charts,
diagrams, and tables) are brought to a new level.
The most valuable thing is that students have the
opportunity to create everything themselves.
Equally important are the aesthetic,
psychological, and social aspects. Playful
experiences contribute to the positive dynamics
of the students' mood, understanding of their
importance, the interaction of the student with
the class and the teacher.
As a practical application of all the studied
objects at once (gamification, coaching,
storytelling, scribbling) was a lesson of
Ukrainian literature on the theme Vasily
Symonenko “Do you know that you are human?
Universal Values and Ideas” (Symonenko,
2017). The lessons were held based on seventh
grades (two groups - A and B).
The first lesson was conducted according to the
classical scheme, which includes a topic, a goal,
a homework check (oral form of answer), the
teacher's narration of new learning material, a
check of the consolidated result (question-answer
form), and homework (Kostenko, 2019).
In the second lesson, the teaching methods were
changed by innovative methods. After
announcing the topic and goal, students played
the game "Finish the sentence" (an example of
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the application of the gamification method). The
teacher started with “V. Symonenko was born
in...”, “The future poet studied in...”, “The
collection published during the poet's lifetime
was called...”, and students continued the
sentence by answering questions. The tasks were
both individual and group. This set the class up
for interesting and rich work and gave the
students a relaxed mood.
The second step was to set goals for the year.
Each desk had a piece of paper on which the
students had to add something of their own to
certain goals. In the lesson, the teacher took into
account the voiced sentences. This technique
allowed the students to express their own attitude
to the problems raised in the work, to make their
own conclusions based on a comparison of
literary works.
The teacher was in constant contact with the
students while covering the main material, and
the story was structured in such a way as to push
the listeners forward (Nezhynska, & Tymchenko,
2017).
Group work then took place. The first group
performed an ideological and artistic analysis of
the poem according to the plan: theme, idea,
artistic means of the poem. The second group
filled in the table, adding their own words by
association. The results were discussed.
To summarize the results, the method “Interview
of a journalist” was applied. Several students
were chosen for the role of a journalist, who
moved freely around the classroom and
interviewed classmates. The following questions
were asked: “We visited you in class to find out
if you like poetry”, “What impression did V.
Symonenko's poetry “You know you are human”
make on you, “What social credo of the lyrical
hero is traced in the poetry? How was it with
Symonenko?” (Symonenko, 2017).
Another interesting moment was the stage of
selecting epithets to the utterance “Great man”.
Children very actively and emotionally discussed
this topic with the teacher. The testing of
knowledge took place in the format of self-
assessment and assessment by students of each
other.
Every step of the innovative lesson was carefully
thought out in advance. Thus, we investigated
that in the first lesson the students did not
actively perceive the new material. They were
lifeless, confused, and unemotional. Only 10% of
the children listened attentively to the teacher.
The second lesson had the opposite result. The
students were focused and the teacher, using
different methods, constantly kept the students
focused and working. The activity was about
100%. The results obtained during the
experiment, in general, confirm the theoretical
provisions outlined in the literature we reviewed.
However, certain refinements were made,
primarily concerning the specifics of combining
such different approaches as gamification,
coaching, scribbling, and storytelling. It was
found that these approaches complement each
other.
Conclusions
As a result of the study, it was concluded that
innovative technologies in the teaching of
Ukrainian literature have common features and
goals that contribute to the development of
students. This gives the prospect of effective
learning, aimed at quality results. Analyzing
practical research, innovative methods, such as
gamification, coaching, scribbling, and
storytelling, it turns out that they increase the
relationship with the teacher and peers, develop
students' creativity, self-improvement, and
evaluation skills, increase the productivity of
mastering the subject.
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