Обучение как игра: как отношение подростков к использованию игровых механик связано с мотивацией и образовательными результатами
Аннотация
Проведено исследование с целью изучения взаимосвязи отношения подростков к использованию игровых механик в образовательном процессе с их учебной мотивацией и метапредметными образовательными результатами, включая критическое мышление, креативность, коммуникацию, кооперацию (4К) и цифровую грамотность. В исследовании приняли участие 312 подростков в возрасте 13–15 лет из 10 регионов России, обучающихся в центрах цифрового образования IT-куб. Для оценки восприятия игровых механик, мотивации и навыков использовались опросники, а также интерактивные тесты 4К и DigLit.
Результаты показывают, что частое использование игровых механик, таких как «задания и квесты» и «система поощрений», положительно коррелирует с внутренней мотивацией учащихся и их вовлеченностью в учебный процесс. В то же время механики, особенно включающие элементы соревновательности, могут вызывать тревожность у хорошо успевающих учащихся. Частота применения игровых механик слабо положительно связана с внутренней мотивацией и не оказывает эффекта на уровни цифровой грамотности и навыки 4К. Гендерные различия проявились в большей тревожности девушек по отношению к использованию игровых механик, при отсутствии различий в увлеченности учебным процессом.
Авторы подчеркивают необходимость адаптации игровых механик под образовательные цели, индивидуальные особенности учащихся и их мотивационные профили.
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