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педагогические науки
Капсаргина Светлана Анатольевна, Оленцова Юлия Анатальевна ИСПОЛЬЗОВАНИЕ ЭЛЕМЕНТОВ ГЕЙМИФИКАЦИИ ...
УДК 378.1
DOI: 10.26140/bgz3-2019-0801-0062
ИСПОЛЬЗОВАНИЕ ЭЛЕМЕНТОВ ГЕЙМИФИКАЦИИ НА LMS MOODLE ПО ДИСЦИПЛИНЕ ИНОСТРАННЫЙ ЯЗЫК В НЕЯЗЫКОВОМ ВУЗЕ
© 2019
Капсаргина Светлана Анатольевна, кандидат педагогических наук, доцент, заведующая кафедрой «Иностранный язык» Оленцова Юлия Анатальевна, старший преподаватель
кафедры «Иностранный язык» Красноярский государственный аграрный университет (660049, Россия, Красноярск, пр. Мира,90, e-mail: kpsv@bk.ru)
Аннотация. В статье представлена проблема геймификации в образовательном процессе. Информатизация образования, использование новых технологий в образовательном процессе, модификация образования - современное направление в образовании. В статье рассматривается феномен геймификации в электронном обучении как способ повышения мотивации учащихся. Авторы подчеркивают актуальность и необходимость внедрения игровых технологий в связи с их положительным влиянием на познавательные процессы и достижения студентов. Основным направлением работы является реализация элементов геймификации в обучении иностранному языку в неязыковом вузе. Грамотное и рациональное использование элементов геймификации в учебном процессе может оказать положительное влияние на стимулирование образовательных достижений и мотивацию обучающихся, обеспечить обратную связь по ходу их обучения. Авторы подчеркивают, что потенциал геймификации в образовательном процессе огромен.
Ключевые слова: иностранный язык, студент, неязыковой вуз, современная тенденция, информационно-компьютерные технологии, интернет-ресурсы, электронная платформа, электронно-обучающая среда, образовательная среда, геймификация, мотивация студентов, прогресс студента, значок
USING THE ELEMENTS OF GAMIFICATION ON LMS MOODLE IN THE DISCIPLINE OF FOREIGN LANGUAGE IN A NON-LINGUISTIC UNIVERSITY
© 2019
Kapsargina Svetlana Anatolievna, candidate of pedagogical sciences, associate professor, Head of the department of "Foreign Language" Olentsova Julia Anatolievna, senior teacher of the department of "Foreign Language" Krasnoyarsk State Agrarian University (660049, Russia, Krasnoyarsk, pr. Mira 90, e-mail: kpsv@bk.ru)
Abstract. The article shows the problem of gamification in the educational process. Informatization of education, the use of new technologies in the educational process, modification of the education is a modern trend in the education. The article deals with the phenomenon of gamification in e-learning as a way to increase the motivation of students. The authors emphasize the relevance and the need for the introduction of gaming technologies in connection with their positive impact on the cognitive processes and achievements of students. The focus of the work is implementation elements of gamification in teaching foreign language in non-linguistic universities. Competent and rational use of gamification elements in the educational process can have a positive effect on the stimulation of educational achievements and motivation of students, provide feedback on the progress of their training. The authors underline the potential of gamification in the educational process is enormous.
Keywords: foreign language, student, non-linguistic University, modern trend, information and computer technology, Internet resources, electronic platform, e-learning environment, educational environment, gamification, badge, student's motivation, student progress.
Statement of the problem in general and its connection with important scientific and practical tasks.
The use of information and communication technologies in educational and research processes is an indispensable requirement for the implementation of the modernization concept of higher education in Russia. At the present stage, special attention is paid to the formation of electronic information and educational environment of the university, which includes electronic educational resources. Computer training programs have been used as electronic educational resources for many years and have taken a worthy place in the system of formation of both general and professional competences. Speaking of increasing the involvement of youth in computer technologies, it is possible to note the point that many learners lack interest in learning. The motivation to study a particular subject is now a rather acute problem, because life in social networks and computer games for some students is more interesting and attractive. In this regard, the actual direction in the system of e-learning of foreign languages can be the gamification of learning.
Analysis of recent studies and publications where aspects of the problem are shown. In recent years, gamification becomes increasingly the subject of research, reflecting the use of ratings and awards, both in the commercial sphere and in the educational process. This issue is presented in research works of the following foreign researchers the Gabe Zimmermann [1], Amy Jo Kim [2], Carl Kappa [3],
Staalduinen and Freitas [4]. T. M. Labusova, T. N. Yamskiyih, N. N. Slepchenko [5] T. I. Krasnova [6] B. P. Diakonov [7], V. V. Semina [8], S. G. Zagidullina, A. G. Koptyukh [9] consider as a means of increasing the motivation of students. V. V. Maliataka, A. A. Vendina pay attention to the implementation of the elements of gamification in education and consider possible applications of gamification in on-line learning [10]. And also this question is investigated in the works of V. I. Pogorelov, O. Kozak, D. V. Zimina [11], V. A. Starodubtsev, I. V. Ryashentsev [12], E. E. Boryakova, O. V. Shtayura [13], Y. Y. Pavlov, S. A. Cochin [14].
The purpose of the article to show the implementation of gamification elements on LMS Moodle to increase the motivation of the students in the process of learning foreign languages.
Many educators have understood the potential of gamification to addition and expansion traditional learning, but some researchers evaluate as an opportunity to change the entire educational paradigm, with an emphasis on social interactive learning. As researcher T. I. Krasnova notes, if this phenomenon is considered seriously, it is possible to find such invaluable learning opportunities as involvement in the learning process, high motivation, autonomy and semantic content. On the surface of gamification is the idea of using a game approach to make teaching and learning more entertaining. Necessary experience is acquired in the process of playing games, safe boundaries are set within
Kapsargina Svetlana Anatolievna, Olentsova Julia Anatolievna USING THE ELEMENTS OF GAMIFICATION ...
pedagogical sciences
which you can explore the phenomena, think about them and practice without fear of making mistakes, as you can always start from the beginning and become a champion in the next game. The game is an ideal learning environment with built-in error resolution, encouraging thinking outside the box and developing self-control. Gamification is a way of influencing students. In e-learning, games can replace boring standard tasks, and with traditional training to diversify the existing format of classes. The real value of gamification is that the game principle contributes to the creation of a meaningful learning experience [6].
O. M. Karpenko believes that one of the ways to increase motivation is the introducing of gamification elements in training computer programs. Motivation is achieved through a combination of story, design, interactivity, feedback and game scenario. For this purpose, funny avatars (icons) are built into the program interface, points are awarded for completing tasks or the user receives some virtual items that can then be used, elements of competition (division into teams) are widely used. To attract attention, you can embed widgets (moving images and videos) on the page. Interactivity and feedback are the most important parts of the game [15].
Shmeleva Zh. N., Antonova N. V. also point to the need to stimulate interest in learning a foreign language through the use of information technology. Competent and rational use of gamification elements in the educational process can have a positive impact on the stimulation of educational achievements and motivation of students, provide feedback on the progress of their training, movement within the training course and confirmation of obtaining specific skills [16, 17].
Teachers of Krasnoyarsk State Agrarian University also use the potential of e-learning courses in the process of teaching of a foreign language. English is one of the basic disciplines of curriculum implemented in Krasnoyarsk State Agrarian University for all levels and forms of education. Teachers of our department have created electronic English training courses in LMS Moodle for the students of different specialties. This e-learning system proved to be very effective and to open wide opportunities to monitor each student's progress, as well as to facilitate the controlling. Young generation shows great interest and desire to use modern information technologies, so e-learning improves students' motivation in learning foreign languages.
However the study of discipline "English language" is a long and hard process and it's very difficult to keep attention and motivation of students for the total course. So the faculty members of the "Foreign language" department at Krasnoyarsk State Agrarian University decided to use gaming technologies in the electronic educational process. This kind of work can be done by gamification. Gaming technologies in learning involve incorporating game elements to motivate learners. There are various game elements such as points, levels, challenges, feedback, rewards, badges, content unlocking, etc.
We'd like to speak about one of these game elements which we use in our English training courses in LMS Moodle - Progress indicators (for example, badges). Students receive badges for successfully completed educational task, semester or entire course. The virtual process of awarding immerses students in the familiar atmosphere of the game and helps to increase the competitive spirit, thereby changing their negative attitude to the learning process to positive.
Awards in LMS Moodle are presented in the form of a functional tool "badges". The whole spectrum of typology of awards badges in LMS Moodle are not closed, but correctly using of this component and making it an elaborate setup gives positive results.
At first we had some difficulties with the selection or design of images for badges. First of all, it was necessary to decide for what success in training students would be awarded with badges, and to determine the weight of these achievements. For example, badges can be issued for any
completed actions of students in an electronic course (reading materials, completing tasks, participation in forums, seminars, mutual evaluation of works, etc.), but at the same time more time-consuming activities to evaluate higher, awarding them badges of higher dignity (higher degree, higher denomination, the value of the metal, etc.) [12].
As the discipline "English language" in Krasnoyarsk State Agrarian University lasts for some semesters (3-4), we decided to award students with the badges only for great achievements, for example, for the successful completion of each semester. Also for each badge, we defined the name, description, image, course elements, and the criterion that entitles students to get it. In addition, the delivery of the badge is accompanied by a congratulatory message. In the first lesson, the teacher introduced students to how their successful learning activities would be monitored, evaluated and encouraged in an electronic course, how they would be able to see their awards and evaluate their own achievements in it. In the process of learning, the fixation of achievements and the issuance of badges to students were carried out automatically. The teachers of the "Foreign language" department saw the entire picture of awards badges.
So it's better to consider the use of badges on the example of several disciplines (with different numbers of semesters) and on the example of several kinds of badges.
The first discipline "Foreign language (English)" for students in the direction of 20.03.01 "Technosphere safety" is done for 3 semesters, so we chose 3 badges- medals for every semester. For the first semester the badge - Excellent start is given, Foreign language specialist is for the second is and Foreign language expert is for the last semester (see Fig. 1.):
Fig .1: An example of badges for every semester
It's necessary to emphasize adding badges to a course in LMS Moodle and how students can access their badges. The teacher can add badges from the section Administration > Course administration > Badges > Add a new badge. Then he / she fills in Badge details (a name of the badge and description) and uploads it there.
When the settings are saved, the teacher is taken to the Manage badges screen where he / she can decide the criteria for awarding the badge. In this course we take the criteria activity completion for badges for every semester.
But when the teacher wants to award students who have completed the total course, he / she can take the criteria course completion. For badges to be awarded for course completion, Course completion must be enabled in the course with the number of minimum grade.
Badges may be awarded clicking the "Award badge" button. But currently once a badge has been issued it cannot be revoked. Once all criteria are set and badge creator is ready with badge details and settings, students can start earning it. The teacher needs to enable access to this badge on a "Badge overview" page or "Manage badges" page. Badges are awarded to students automatically based on their actions in the system. The completion criteria of an active badge are re-calculated every time an event such as completion of a course or activity, or updating student profile happens. If a student has completed all necessary requirements they are issued a badge and sent an email notification [18].
During the survey of students at the end of the course "Foreign language (English)" for students in the direction of 20.03.01 "Technosphere safety", it was revealed that some of them had a goal - to collect all the badges of the course. The complete collection of badges was 100% passing of
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Капсаргина Светлана Анатольевна, Оленцова Юлия Анатальевна ИСПОЛЬЗОВАНИЕ ЭЛЕМЕНТОВ ГЕЙМИФИКАЦИИ ...
the course on the discipline we considered a motivational mechanism of badges. The disadvantage in this case was that the images of the badges were not related to the subject of the discipline "Foreign language (English)" [12].
In the next academic year we created another system of badges that were related directly to a foreign language. This course is for the discipline "Foreign language (English)" for students in the direction of 38.03.02 «Production management». The course is designed for 4 semesters. So we chose 4 badges for every semester.
But the badges were with English letters from which the student can make a word at the end of the entire course. For the student it is very interesting not only to get a badge for each semester, but also to find out what word he / she will get. So the student can make the word BEST at the end of the course. These English letters are related to the subject of the course, and the condition - a complete collection of them in one word BEST - guarantees the full course and is an additional motivational factor (see Fig. 6.):
Fig .6: An example of badges for a semester
When a student completes a semester positively, a message about awarding him / her with a special badge is sent to the student's e-mail. LMS Moodle allows storing all the badges in the student's profile. In the process of learning with the right approach to the settings of this mechanism, the student can gather a good collection.
Therefore, to consolidate the effect of increasing the competitive spirit, we decided to create a Portfolio of success in the student profile, a place where all earned student's badges were stored. In a virtual environment it is possible to place through the block, which is intended for monitoring of students who received the best and worst grades for the implementation of the most important elements during the intermediate or final examination. The settings of this block allow selecting both the required number of students whose results will be displayed, and the location of the block. Our teachers decided to place the block on the main page of this course. It's necessary to note that, in addition to the surnames of students, the block displayed their photos, not avatars, as in computer games. That is, other participants of all courses could find out the photos and surnames of the best or worst students. A good competitive moment was created for them, which motivated students to pass an educational course till the end [5,19, 20].
So, the use of gamification in our courses "Foreign language (English)" in LMS Moodle shows that the students' involvement in the learning process after the application of badges increases. The motivation to learn a foreign language increases. In addition, the badges are a way of automated feedback from the teacher to the students and a serious tool for gamification of the educational process or some part of it. Getting the badge the student feels the attention of the teacher; it increases his / her level of involvement in the learning process. This moment causes positive emotions for students, thereby increasing their motivation. The faculty members of the "Foreign language" department at Krasnoyarsk State Agrarian University use the awards not only in a way to organize additional feedback, but also to assess the need for certain elements of the course.
Analyzing the statistics of the students awarded with this or that badge, we can assess the important elements for them and adept the electronic course in the future. This information helps us not only to control the educational process, but also gave us the opportunity to assess the relevance and quality of the course elements, to make changes in educational materials, to change approaches and teaching methods [12].
The potential of gamification in the educational process is very large, because students are internally ready for this, as a generation brought up on computer games. Today, the task of a foreign language teacher working with electronic courses is to provide students not only with high-quality content, but also to keep them in the course. It's better to do using gaming technologies in the electronic educational process.
Gamification meets the needs of modern students: it allows feeling outside the routine activities and can encourage students to continue their education voluntarily and independently. In conclusion, gamification is one of the most optimal ways to create motivation to learn foreign languages.
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22. Khudoley N.V., Olentsova Ya.A. New use of Moodle tools for distance English language learning (experience of krasnoyarsk State Agrarian University) References: 18th International Multidisciplinary Scientific GeoConference SGEM 2018, www.sgem.org, SGEM2018 Conference Proceedings, ISBN 78-619-7408-49-2 /ISSN 1314-2704, 2 July - 8 July, 2018, Vol. 18, Issue 5.4, 225-232pp.
Статья поступила в редакцию 14.01.2019 Статья принята к публикации 27.02.2019
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