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PEDAGOGICAL SCIENCES / «СЮУУШШУМ-ЛШШаИ» #341157)), 2022
PEDAGOGICAL SCIENCES
UDC: 378.14
Аманов Мердан Эсенгулыевич,
старший преподаватель Туркменский государственный архитектурно-строительный институт
Бабаев Мейлис Баймурадович
преподаватель
Туркменский государственный архитектурно-строительный институт
DOI: 10.24412/2520-6990-2022-34157-10-14 ОСОБЕННОСТИ ПРИМЕНЕНИЯ ДИДАКТИЧЕСКИХ ИГРОВЫХ ТЕХНОЛОГИЙ В ЯЗЫКОВОМ ОБУЧЕНИИ В УСЛОВИЯХ ЦИФРОВОЙ АКАДЕМИЧЕСКОЙ СРЕДЫ
Amanov Merdan Esengulyevich,
Senior lecturer
Turkmen State Architecture and Construction Institute Babayev Meylis Baymuradovich
Lecturer
Turkmen State Architecture and Construction Institute
FEATURES OF THE USE OF DIDACTIC GAMING TECHNOLOGIES IN LANGUAGE LEARNING
IN A DIGITAL ACADEMIC ENVIRONMENT
Abstract.
The article is devoted to the application of didactic gaming technologies in language learning in a digital academic environment. The possibilities of gaming activity at different stages of teaching a foreign language are described, as well as the basic principles and pedagogical conditions for its effective application are formulated. The pedagogical features of modern educational strategies focused on students are revealed in the context of an integrative approach to learning. The advantages and disadvantages of these technologies in relation to traditional technologies are indicated. The authors summarize the foreign experience of the practical use of gaming technologies in foreign language classes to achieve a specific educational goal.
Аннотация.
Статья посвящена вопросу применения дидактических игровых технологий в языковом обучении в условиях цифровой академической среды. Описываются возможности игровой деятельности на разных этапах обучения иностранному языку, а также формулируют основные принципы и педагогические условия ее эффективного применения. Раскрываются педагогические особенности современных образовательных стратегий ориентированных на учащихся, в контексте интегративного подхода к обучению. Обозначены преимущества и недостатки данных технологий по отношению к традиционным технологиям. Авторами обобщается зарубежный опыт практического использования игровых технологий на занятиях по иностранному языку для достижения определенной образовательной цели.
Key words: game technologies, digital transformation of education, digital environment, technological competence, motivation.
Ключевые слова: игровые технологии, цифровая трансформация образования, цифровая среда, технологическая компетентность, мотивация.
Today, one of the most important features of the time is the rapid development of science and technology, unprecedented in the history of mankind. Modern society in the era of computer and digital technologies has entered a completely new phase of its development. Advances in technological development stimulate not only the development of the modern economy, but also the reform of the education system.
The sphere of education is rightfully among the priority areas of state development. The education system does not stand still, it tends to develop, evolve in accordance with the realities of the time.
Not so long ago, the study of a foreign language was considered simply a part of a liberal arts education or an intellectual exercise through the study of grammar
and literature. Today, the need for language is expanding its boundaries. The study of foreign languages opens up wide opportunities for understanding the international cultural, professional and educational space. The integration of society into the international space (globalization of education, informatization of society) in the era of the evolutionary development of technics and technology provides not only for the training of specialists who receive certain professional knowledge and skills, but also for specialists who have a good level of foreign languages, computer literacy and information culture, professional skills of mobility, allowing you to freely navigate in modern society. In the light of these factors, the issue of foreign language proficiency is currently acquiring particular urgency and im-
portance. In this regard, the responsibility of the university in the training of such specialists and the need for continuous improvement of their professional skills also increase, which determines the relevance of the study as a social order of society.
Recently, with the development of computer and digital technologies, there has been a subconscious reorientation of attitudes towards the educational and cognitive activity of a person. The dependence of a person on electronics has grown (color images of advertisements, television, computer technology, gadgets, etc.). Therefore, when developing a lesson, this factor must be taken into account. In this case, we can use the technological dependence of students for the benefit of learning [1]. It is possible to involve the current generation, who spend most of their time in the world of digital space, into the learning process only if an environment familiar to them is created. Thus, given the unique opportunities, acceptability and accessibility of information and communication technologies that contribute to the effectiveness of learning, the topic of integrating digital technologies into the educational process is very relevant today [7; 10; 19; 26].
The relevance and demand for the improvement of language training (foreign languages) in accordance with the requirements of the time in the context of the digital transformation of education is confirmed by the adoption of the relevant Concepts: "The concept of improving the teaching of foreign languages in Turkmenistan" (12/22/2017), "The concept of developing the digital education system in Turkmenistan", and also a plan for its implementation (08/15/2017), which determines the goals and objectives of improving the work of educational institutions.
At the current stage of development of the higher education system in Turkmenistan, the priority is the consistent promotion of innovative teaching methods, as part of the digital transformation of education. As for improving the quality of teaching a foreign language, it is digital devices as innovative learning tools that are designed to facilitate and accelerate the transfer of knowledge. It is just the rapid growth of technology that has created many new opportunities for making learning more student-centered. Technology in the classroom can offer students an adaptable, self-contained entry point into the curriculum in a more cost-effective way, providing teachers with important tools for monitoring, understanding students, and correspondence of teaching in accordance with classroom needs [7].
In this context, digital access is a powerful tool for exploring content, manipulating concepts, applying higher order skills, presenting ideas and interacting with other people. With a variety of independent learning becoming more manageable, digital access also creates opportunities for students to make the right choices and create a sense of responsibility for their own learning [20].
The game in pedagogy is primarily a means of education, in which the teacher, as a tool for shaping the student's personality, uses his free (play) activity in imaginary and real situations, directing it to the development of positive personality traits. Games are fun activ-
ities and the ability of games to influence human behavior has made them ubiquitous in various areas of human life [27]. The domain of learning is one of the main areas that is getting transformed by the influence of games [4]. Therefore, today, the issue of active use of gaming didactic technologies in the educational process of modern education does not lose its relevance. The demand for this thematic is confirmed by hundreds of works of many scientists [4; 8; 10; 11; 12; 13; 14]. Game technologies in pedagogy are not an innovation, and they have been used in traditional teaching methods for a long time. The hedonistic value enhancement mechanisms in the technology domain have devised various methods to incorporate games into the learning environment, including simulation games [29] and game-based learning [15]. Gamification of learning, the integration of game design elements into the learning context, is one of the game-based approaches [14]. It is the use of gaming technologies in a digital environment (active use of computer and multimedia technologies) that determines its innovative nature.
Many researchers have been involved in the field of game theory, Csikszentmihalyi M., Vygotsky L.S., Leontyev A.N., Elkonin D.B., Selevko G.K., Deci E.L., Ryan R.M., and many others. They developed methodological foundations, determined its social essence, revealed a positive impact on the development of intelligence. Works devoted to the study of the theory and experience of using gaming technologies in the educational process were carried out by such scientists as Ferro L.S., Orlova O.V., Chagin S.S., Galanina E.V., Akchelov E.O., Loginov K.V., Gavrilova I.V., Shell J., Werbach K., Hunter D., and many others. In the context of the development of the information society, educational approaches are being transformed, including the ways in which gaming technologies are used in education [10; 19].
Games are fun activities that promote interaction, thinking, learning, and problem-solving strategies [17; 18; 23; 24]. Games often have an aspect that allows players to produce information in a short period of time. Some games require players to be physically active or solving mental problems. As Martinson states, "games are an effective learning tool because they offer students a hypothetical environment in which they can explore alternative solutions without the risk of failure. Thought and action combine into purposeful behavior to achieve a goal. Games teach us to strategize, consider alternatives, and think flexibly" [16].
Playful learning can be a method of acquiring virtually any type of knowledge and is effective in a variety of contexts [9; 13; 14]. According to the author, the most common skills these interventions focus on are 21st century skills such as collaboration, critical thinking, communication, and problem solving. Such skills are essential for students to participate effectively in today's complex and globalized systems [28].
An education that allows students to move forward in the learning process should include experimentation and iteration, help students make sense of what they are learning and interact with others in doing so. These types of learner-centered, playful learning are an important component of the educational leap because
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without them, young people will not be able to develop the full range of competencies and skills they need to thrive in a rapidly changing world [22].
When developing game technologies, the teacher should distinguish between such concepts as a game, game activity, game methods and techniques. They can be considered independently and as part of gaming technology. A common feature that determines their belonging to these technologies is a logically built scheme (order, algorithm) of their use with a specific pedagogical goal. It should be understood that didactic games are not just a game; it includes goal setting, achievement of planned results, that is, study-cognitive activities [8; 9; 11; 21]. Game material or content should serve as a means of activating the educational process and increasing the efficiency of mastering educational content [16].
Game technology is quite capable of activating the educational process based on various pedagogical games. Educational language games can be used at different stages of learning and implemented in a wide variety of forms [18; 23]. Today, there is a wide variety of gaming technologies, including computer games, that allow you to develop and improve all the skills of speech activity in language learning (speaking, listening, reading and writing). In this article, we would also like to draw attention to the writing. Many perceive writing as an additional skill to sound speech, and not as a complex, autonomous speech skill. Therefore, little attention is paid to this type of speech activity in the educational process. We would like to note that it is the development of written communication that contributes to the fruitful study of such important aspects of the structure of the language as phonetics, vocabulary (lexis), grammar and stylistics. Writing ensures the strength and reliability of memorizing material, improves oral speech and reading, develops logical thinking, memory, influences the development of both cognitive and professional interests, which forms a positive motivation for learning [3]. Thus, when designing the process of gaming activity, the teacher must follow the sequence of: selection, development, preparation of games, game situations; thinking through situations of involving students in gaming activities (it is important to remember that gaming techniques and situations are most often used as a means of encouraging and stimulating a student to activities); the implementation of the game itself, the game situation; evaluating the results of gaming activities, and also do not forget to devote enough time to writing in each lesson, as a necessary component in building a lesson, which allows the individual to fully realize himself as a person.
Playful learning is based on the needs and demands of students and the quality of their experience, which has a strong connection with students' lives, and encourages experimentation and social interaction [22]. This type of learning can occur through a variety of pedagogical practices such as project-based learning where children develop knowledge by exploring real-world problems, as well as personal learning experiences where students set their own goals and teachers act as facilitators and guides in the learning process. As we have already mentioned, the activities of the teacher
in the organization of gaming technology should take into account the interests and needs of students. Pedagogical practice shows that there are situations when the imposition (obtrusion) of the game causes its rejection, and students quickly lose interest in it.
Games create a constructivist classroom environment in which students and their learning take center stage [6; 7; 20]. Learning through performance involves activities such as analysis, interpretation, problem solving, memory development, physical and active mental activities. Students derive their own meaning from these experiences, learning from their own mistakes as well as from each other. In addition, the educator can now observe each student and see where the class or individuals are struggling or succeeding, as well as the social dynamics of the group. The learning process should be interesting, easy, emotionally colored, forming self-motivation and self-reflection of students. The process must also be corresponded with academic requirements and the work environment for optimal results. Games also help the teacher create contexts in which language is useful and meaningful.
Games allow you to develop creativity, a sense of independence and higher order thinking. Usually, the questions asked by the teacher in the classroom are fact-based and have only one answer, not allowing for creativity, personal expression, or hypothesis testing. The answer is either right or wrong, but games can allow multiple answers. They improve participation, self-esteem and vocabulary use and allow students to see that there are many ways to solve the same problem.
Given the importance of the game and the influence of gaming activity on the intellectual development of the individual, we can talk about gaming technology as a motivational component of the learning process, which contributes to the formation of skills, abilities and competencies of students, depending on the characteristics and level of their development. Many scientific studies by eminent linguists and psychologists clearly show that the more languages a person knows, the higher his intellectual level and the better his ability to adapt to the world around him. Foreign languages clearly contribute to the saturation of the picture of the mental world, make it richer in terms of the relationship between things and phenomena. Thus, each item gets more "hooks" for memorization and subsequent retrieval from memory. Memory becomes stronger, more capacious and more associative. The latter quality is especially important, since associations are the basis of creativity [2].
Learning a language is hard work. Efforts must be made to understand, to repeat accurately, to operate with newly understood language, and to use the full range of known language in conversation or writing. Effort is required at every stage and must be maintained over a long period of time. Therefore, it is games that help and encourage many students to keep them interested and motivated. Because games are designed primarily for entertainment, and therefore fun or enjoyment is central to any game [27]. A player may consciously or unconsciously put in much work or learn a lot while playing a game, but he or she may still consider it a recreational activity that sparks happiness.
This ability to convert an activity into an engaging experience makes games worth researching. Since increasing the enjoyment in learning may increase its effectiveness [5; 14]. Realizing that games are often associated with entertainment, we should not lose sight of their pedagogical value, especially in teaching and learning a foreign language. Games are effective because they create motivation, reduce student stress, and enable language learners to have real conversations [11].
As for the problem of motivation, we would like to especially emphasize that when teaching a foreign language, motivation plays a leading role, where the effectiveness of mastering a foreign language depends on the level of development of motivation for the entity. Many scientists in their works argue that among all types of motivation that encourage students to master a foreign language, the most important are intrinsic ones (Maslow A., Deci E.L., Ryan R. M., Bozhovich L.I., Heckhausen H., Rudik P.A., Platonov K.K., Merlin V.S.). Intrinsic motives are always associated with the educational activity itself and the process of its flow. The phenomenon of motivation allows you to identify the internal reserves of the individual for its development, training and education.
Continuing the thought, we would like to note that an important condition in the implementation of gaming pedagogical technology is to achieve a level of motivation at which students have a conscious need to know something, to learn something in the course of their own activity [13]. In other words, conditions conducive to the maximum disclosure of the internal motivating potential of the student's personality. Most of the researchers are of the opinion that the effectiveness of game learning, without any doubt, depends on motivation (Leontyev A.N., Koivisto J., Mullins J. K., Ribeiro L. A., Godwin-Jones R., etc.). Because only positive, sustainable motivation in its full meaning is capable of revealing and stimulating the internal forces of students, where even a weak student is able to think and create [1].
T. A. Goltsova and E. A. Protsenko in their work emphasize that it is the game approach that is quite successfully able to form positive motivation, without additional efforts of the teacher. The game brings joy and pleasure, which generates motivation "from the inside". Like any game process, it is accompanied by positive emotions, increases the interest of the student, concentrates his attention, which ensures easier memorization of new material [12, p. 74]. Other scientists share the same opinion, where in their work they provide evidence that gamified courses have a more pronounced positive impact on low-performing students with low learning motivation, encouraging them to make more efforts in the process of mastering educational material [8; 13; 21; 24]. It is interactive and multimedia computer tools that contribute to the effective use of gaming pedagogical technologies in the educational process (colorful, bright, large-format presentations, using animations and videos corresponding to the chosen topic). Digital technologies in the context of gaming didactic activity only increase the emotional and motivational
factor of the educational process. Launching the mechanism of emotional stimulation through a "technical" emotional effect [1].
Like any other technology, gaming technologies have not only advantages, but also disadvantages. Excessive use of the game approach can develop a student's dependence only on the game activity of learning. Under such conditions, classical teaching methods and approaches will be perceived as mediocre, which to a large extent can negatively affect the achievement of academic results. In addition, playing in the classroom contributes to the development of initiative and independence, which can lead to a deterioration in interpersonal relationships. Competition and the competitive element can reduce the interest of low-performing students in the educational process [25]. Therefore, when applying any other method, do not forget about its percentage with other forms of work. As you know, the rules of the game also provide for rewards for successful work. It should be borne in mind that receiving remuneration for work that was interesting to students in itself may lead to the fact that in the future such tasks will be solved only to receive a reward, and the interest itself may be lost [12]. Thus, a shift in motivation can occur. External rewards may motivate the learner in the moment, but do not provide a means where the learning strategy aims to reinforce skills and learning habits over time. Some research suggests that intrinsic motivation to persevere on a task can be reduced if the student receives performance-based extrinsic rewards, i.e., extrinsic rewards harm intrinsic motivation [6]. To avoid this, it is necessary to maintain interest in learning in every possible way, without resorting to grades and other rewards. There is a need for pedagogical assistance to students in understanding that the achievement of a result is much more important than assessment, and the belief that assessment is an indicator of learning. In other words, the educator must be able to encourage students to focus on learning rather than performance, helping them develop a learning orientation.
The authors came to the conclusion that the use of gaming technologies in language learning in a digital academic environment provides for a comprehensive learning model. This model involves the implementation of the principles of student-oriented, interactive, differential, emotional-value and integrative approaches within the framework of the modern competence-based paradigm of education, which contributes to solving the tasks, increasing the level of linguistic (professional), information and communication (technological) and general cultural competencies.
Thus, the modern teacher is faced with the task of selecting and integrating the best educational technologies into the educational process, which contribute to ensuring the most effective result with minimal cost of resources.
Summarizing, we can confidently say that the use of gaming didactic activity in the context of the digital transformation of the educational process is one of the effective modern pedagogical technologies.
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