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Gamification as instrument of professional orientation for schoolchildren

N.A. Spirina, S.A. Makovkina
80,00 Р

UDC 373-042.1

https://doi.org/10.20339/AM.12-20.022

 

N.A. Spirina Natalya is Cand.Sci. (Economics), Ass. Prof. e-mail: natalya.spirins@ui.ranepa.ru; and S.A. Makovkina is Senior Lecturer e-mail: svetlana.makovkina@ui.ranepa.ru, both at Ural Institute of Management — branch of RANEPA, Ekaterinburg

 

Researched is the problem of new methods of vocational guidance of schoolchildren, because traditional forms lose their effectiveness and relevance. Such new method, as gamification, might ensure maximum involvement of participants in vocational guidance process, allow to “test” a particular profession in game created reality, and that will help to choose future career soundly. The purpose of this study is to justify relevance of incorporating gamification technology into career counseling activities and to develop practical recommendations on the use of live-action games to form psychological readiness of schoolchildren for professional self-determination. The use of gaming technologies and mechanic will allow the student to be immersed in created alternative reality, in what he gets the opportunity to feel like a specialist performing real labor function that gives a clear understanding of a certain professional activity. The authors substantiate the main advantages of gamification in career-oriented work, such as involvement, motivation, replayability and development of meta-subject skills (soft skills). The article offers three basic scenarios of live action games, as a career guidance activities for high school students, developed on the basis of the authorities’ specifics. The authors substantiate effectiveness of application of innovative methods in vocational guidance of schoolchildren. The scenarios proposed by the authors might be used for any professional activity, lend themselves to adaptation and modification, and not only increase effectiveness of career guidance measures due to the high degree of involvement of participants, but also develop meta-subject skills of senior classes’ schoolchildren.

Key words: career guidance, gamification, live action game, professional self-determination.

 

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