Gamification in education: using quest technology

Abstract

The article updates the issue of gamification of education by using quest technology as a particular type of students' research activity, which involves game practices and mechanisms in a non-game context to solve educational tasks.

A practical example of the gamification of the educational process is a quest as one of the types of special-organized research activity, which aims to achieve a result by searching for information and solving various tasks (creative, search, intellectual, etc.). It was determined that introducing quest technologies into the educational process contributes to developing students’ analytical abilities and creative and critical thinking, prompts them to make unconventional decisions, and increases their motivation to study.

The algorithm of how to make a quest and its main elements are disclosed (methodological commentary on the organization and conduct of the quest, goal, task, legend, equipment, rules, content of locations, results, summary, etc.). A sample of quest technology in working with senior school students in institutions of general secondary education is presented by the example of the quest “Figures of Enlightenment”, which can be partially or fully used in grades 9-11 during art lessons and other disciplines, organizing extracurricular work.

It is concluded that the total or partial implementation of game tasks of the quest into the educational process contributes to: the formation of interdisciplinary connections (art, geography, history, Ukrainian literature), expansion of Ukrainian studies and cultural aspects of the lesson (event), school subjects and subject cycles; formation of key and general subject competencies of education seekers; development of critical, analytical and creative thinking, interaction skills, search activity, systematization of information; realization of competence approach (formation of subject, cross-subject, and key competences), person-oriented approach (development of search activity skills, the creative potential of students), activity-based approach (development of the ability to apply acquired knowledge in educational and sociocultural practice), and integrative approach (inter-subject connections with subjects of other academic fields, integration with the sociocultural environment).