Gamification as an educational technology: philosophical and methodological aspect

UDC 130.2+37.01

DOI 10.20339/AM.01-24.031

Timur M. Gafitulin, candidate for a scientific degree, Sector of Philosophical problems for Social Sciences and Humanities, Institute of Philosophy, Russian Academy of Sciences, e-mail: gtm@mail.ru

The article provides an overview of the results of a philosophical and methodological study of gamification as an educational technology. The aim of the study was to find methodological guidelines that allow, in the vast field of research on the phenomenon of play in philosophy and education, firstly, to determine the boundaries of the game and its varieties, and secondly, to understand how and why the game can be introduced into the educational process. The research was carried out using methods of historical, cultural, and comparative analysis, and the structural and functional method was also used.

As a result, three types of gamifications of the learning process were identified: how to introduce competitiveness, how to introduce dramatization and how to introduce creative practices. The article describes the change in the role of the teacher depending on the type of gamification chosen, the transition from pedagogical technology to pedagogical art is indicated.

The theoretical significance of the research lies in the possibility of further development of types of gamifications, their detailing, the development of the issue of designing special types of games for various subjects, and the promising opportunity to create games with specified cognitive properties. The practical significance lies in the possibility of building training programs for developers and organizers of educational games around the found types of games.

Keywords: gamification, playification, pedagogical technologies, educational technologies, competitive practices, dramatic practices, creative practices.

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