Socio-gaming technology in the development of students’ personality

Olga I. Vaganova; Larisa V. Tsyganova; Elena A. Chelnokova; Anna V. Lapshova; Lyudmila I. Redkina

doi:10.34069/AI/2020.29.05.9

Olga I. Vaganova Minin Nizhny Novgorod State Pedagogical University, Russia. https://orcid.org/0000-0001-8347-484X
Larisa V. Tsyganova Togliatti State University, Russia. https://orcid.org/0000-0003-2784-9234
Elena A. Chelnokova Minin Nizhny Novgorod State Pedagogical University, Russia. https://orcid.org/0000-0001-8673-6032
Anna V. Lapshova Minin Nizhny Novgorod State Pedagogical University, Russia. https://orcid.org/0000-0001-7017-3589
Lyudmila I. Redkina V.I. Vernadsky Crimean Federal University Prospekt Vernadskogo 4, Russia. https://orcid.org/0000-0002-4201-8693

DOI: https://doi.org/10.34069/AI/2020.29.05.9

Keywords: competence, educational technology, independence, socio-gaming technology, vocational training.

Abstract

In response to modern needs of the labor market in highly qualified specialists capable of independent and creative activities, higher education institutions are developing professional competence of students using various innovative technologies that contribute to enhancing students' cognitive position. The implementation of modern educational technologies in the system of vocational education is a necessity dictated by the conditions of a competency-based educational paradigm. The peculiarity of educational technology as an effective means of forming professional competence is to ensure the guaranteed achievement of goals. In preparing a student for professional activity, technologies that allow a student to be immersed in conditions as close as possible to professional ones are of particular relevance. The advantage of socio-gaming technologies implementation consists both in revealing a student’s capabilities, his potential, including each of them in the educational process, and in shaping students' ability to master the norms and rules of behavior in society. The purpose of the article is to review the experience of implementing socio-gaming technologies in the training of students of higher educational institutions. Communicative competence is one of the most significant elements of preparing students for both professional activities and life in society. The article presents a study to verify the level of formation of communicative competence. The level was established according to certain criteria related to inclusion in the learning process, building effective interaction with other students. Statistical analysis showed the effectiveness of the technology under consideration. An additional survey of students made it possible to establish that the game contributes to their active involvement in educational process and construction of effective communication with classmates.

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Author Biographies

Olga I. Vaganova, Minin Nizhny Novgorod State Pedagogical University, Russia.

Minin Nizhny Novgorod State Pedagogical University, Russia.

Larisa V. Tsyganova, Togliatti State University, Russia.

Lecturer of the chair «Industrial, civil construction and urban establishment» Federal State Budget Educational Institution of Higher Education «Togliatti State University», Russia.

Elena A. Chelnokova, Minin Nizhny Novgorod State Pedagogical University, Russia.

Minin Nizhny Novgorod State Pedagogical University, Russia.

Anna V. Lapshova, Minin Nizhny Novgorod State Pedagogical University, Russia.

Minin Nizhny Novgorod State Pedagogical University, Russia.

Lyudmila I. Redkina, V.I. Vernadsky Crimean Federal University Prospekt Vernadskogo 4, Russia.

V.I. Vernadsky Crimean Federal University Prospekt Vernadskogo 4, Russia.

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