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APPLYING GAME MODELING TO PREPARE STUDENTS FOR THEIR FUTURE
PROFESSIONS
ANAFINOVA MADINA LATYPOVNA
Candidate of Philological Sciences, Associate Professor. Astana International University.
YELZHASSOVA AINUR ESENOVNA First-year Master's student of the Faculty of Foreign Languages, Astana International
University
Abstract. Game modeling, an engaging and interactive approach, has emerged as an effective method for developing practical skills and fostering professional competencies. This approach integrates theoretical learning with real-world scenarios, encouraging teamwork, critical thinking, and decision-making. article explores the application of game technologies in education, with a particular focus on their implementation in Kazakhstan. The use of digital technologies, simulations, and virtual platforms is examined through the works of native scholars, who emphasize the role of game methods in enhancing student motivation and practical training. This article analyzes the strengths, risks, and recommendations for optimizing game technologies in educational settings, aiming to improve the training of future professionals.
Key words: game modeling, gamifications, technologies, teaching, English language, profession.
In the context of a dynamic labor market and technologies that require specialists to be flexible and able to quickly adapt, special attention is paid to innovative teaching methods. One of the most effective approaches to solving this problem is game modeling, which ensures the active involvement of students in the process, promotes the development of practical skills and the formation of professional competencies. This method allows you to create practice-oriented situations in which students can not only master theoretical knowledge, but also develop key skills such as teamwork, critical thinking and decision-making ability.
The topic of game modeling in education has attracted the attention of many researchers, starting with the works of Lev Vygotsky, who emphasized the importance of play in learning, and ending with modern specialists such as John Baker and Susan Van Gilder, who study the use of game technologies in various educational contexts [1, p. 24].
Research in the field of game modeling in Kazakhstan is a relatively new and developing field that is associated with the use of digital technologies, simulations and virtual learning platforms. However, at the moment, there are several researchers in Kazakhstan who are actively studying various aspects of the use of game technologies in education and professional training. G. Baidauletova is engaged in the study of innovative technologies in education, including the use of game methods and simulators to improve the quality of education. Her works concern the use of educational technologies in various fields, including the use of game technologies to prepare students in various fields [2, p. 49-55]. T. Isayeva deals with the issues of introducing educational technologies and innovative methods in education, including game methods. Her research can be related to the use of gamification to improve educational processes and the formation of professional skills in students [3, p. 14-19].
These studies confirmed that game methods contribute to increasing student motivation, their involvement in the educational process and the formation of practical skills necessary in the future. Thus, the study of game modeling as a means of training students is an important and urgent task that requires a systematic approach. This article will analyze the experience of using gaming technologies in educational institutions, identify their strengths and potential risks, and offer recommendations for their optimization to achieve better results in the training of future specialists.
Experience of using gaming technologies in educational institutions: strengths, risks and recommendations
In recent decades, games and gaming technologies have rapidly entered the educational sphere, which is due to the development of information technology and changes in approaches to learning. Gaming methods, such as gamification, game simulations and serious games, have become an important tool in developing students' skills and preparing them for professional activities. This article will analyze the experience of using gaming technologies in educational institutions, identify their strengths and potential risks, and offer recommendations for their optimization to achieve better results in the training of future specialists.
Application of gaming technologies in education
Game technologies include various forms of training using game elements: from simple quizzes to complex simulators that model real professional activities. These methods are aimed at engaging students in the learning process through the motivation and interest that games traditionally evoke.
1. Gamification of the Educational Process
Gamification is the use of game elements (points, levels, achievements) in the educational process to increase student engagement. Leading educational institutions are increasingly introducing gamification elements into their practices to make learning more interactive and engaging [4, p. 12].
2. Game Simulations and Serious Games
Simulations and serious games are more complex forms of gaming technologies that model professional situations and allow students to "immerse themselves" in real problems that require solutions. For example, students can participate in simulations of economic processes, project management or medical procedures, which helps them develop practical skills.
3. Virtual and Augmented Reality
The use of virtual and augmented reality in education is becoming increasingly popular. In these environments, students can study, for example, architectural objects or medical procedures, which significantly increases their level of preparation and engagement [5, p. 187-214].
Strengths of using gaming technologies in education
1. Increasing student motivation
One of the main advantages of gaming technologies is their ability to significantly increase student motivation. Games turn the learning process into an exciting adventure, where each successful task or solution to a problem is rewarded with points or achievements. This creates a reward system that stimulates students to actively learn.
2. Developing practical skills
Game simulations and serious games allow students to apply theoretical knowledge in a safe and controlled environment. This is especially important for areas such as medicine, economics, engineering, where the correct decisions depend on real consequences. Students can try different strategies and approaches, which helps them learn the material more effectively.
3. Improving critical thinking and problem solving skills
Games often require students to make decisions under limited time or with insufficient information. This develops critical thinking, situation analysis, and decision-making skills, which are necessary in professional activities.
4. Individualization of learning
Game technologies allow you to adapt the learning process to the specific needs of students. Software can adjust the difficulty level of tasks, adapt to the speed of learning, and provide real-time feedback.
Potential risks and drawbacks
1. Overloading students and losing focus
One potential risk is overloading students by becoming too involved in game elements, which can distract them from the main learning goal. Games need to be properly balanced so that they do not become the main focus, but only a tool for deepening knowledge.
2. Inequalities in access to technology
Not all educational institutions can afford to implement high-quality gaming technologies, such as virtual reality or complex simulators. This can lead to inequalities in learning and limit the opportunities for some students to gain the necessary practical skills.
3. Assessment issues
Gamming technologies can create difficulties in assessing student success, since traditional assessment methods (e.g. exams and tests) may not always accurately reflect their achievements in game situations. Developing new assessment methods based on gameplay is an important task for educational institutions.
4. Potential technology addiction
Excessive use of technology, including gaming, can lead to addiction, especially in students who have not developed self-organization and critical thinking skills. It is important that games are used as a supplement to traditional teaching methods, not as a replacement for them.
Recommendations for optimizing the use of gaming technologies in education
1. Developing balanced gaming formats
Game elements should be integrated into the learning process in such a way that they do not replace, but complement, traditional teaching methods. It is important to balance gaming tasks with theoretical ones so that students do not lose focus on the main goal - acquiring knowledge and skills.
2. Investments in infrastructure and availability of technology
To successfully implement gaming technologies, it is necessary to ensure access to modern equipment and software, as well as to provide training for teachers so that they can effectively use these technologies. It is important that all students have equal opportunities to participate in educational games, regardless of their financial situation or educational institution.
3. Developing effective assessment methods
To correctly assess the learning outcomes using gaming technologies, it is necessary to develop new assessment methods that take into account both the theoretical and practical components of learning. These can be special tests, projects, as well as an assessment of practical results obtained during simulations.
4. Assessing the effectiveness of gaming technologies
It is necessary to conduct regular research and monitoring of the effectiveness of using gaming technologies in teaching. Teachers should be able to analyze how games help students master the material and make adjustments to the process, if necessary.
Conclusion
Game technologies have great potential for improving educational processes and preparing students for professional activities. However, in order for their use to be effective, it is necessary to carefully consider the balance between gaming elements and traditional learning, as well as ensure that technologies are available to all students. Attention to possible risks, such as student overload or problems with assessment, and the implementation of recommendations for optimizing these processes will help improve the effectiveness of training and prepare future specialists for the real challenges of professional life.
REFERENCES
1. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press (p. 24).
2. Baidauletova, G. (2015). Innovative Pedagogical Technologies in Modern Education. Educational Innovations (p. 49-55).
3. Isayeva, T. (2018). Gamification in Education: A Modern Approach to Learning. Journal of Pedagogical Technologies (p. 14-19).
4. Kapp, K. M. (2012). The Gamification of Learning and Instruction: Game-based Methods and Strategies for Training and Education. Pfeiffer (p. 12).
5. Applied pedagogies for Higher Education. Real world Learning: Simulation and Gaming (p 187214).
