GAMIFICATION IN HIGHER EDUCATION: EXPERIENCE OF POLAND AND UKRAINE

Authors

DOI:

https://doi.org/10.20535/2410-8286.151143

Keywords:

gamification, motivation university students, Kahoot, Poland, Ukraine, ESP

Abstract

Open access to modern information technologies generates a new type of society that increases the productivity and competitiveness of any country in the world market and requires significant changes in the education system. One of the most innovative approaches in education is gamification of learning which has considerable capabilities to increase students’ enjoyment, interest and engagement in the study. In this regard, the aim of our research is to analyse the use of gamification in higher education institutions of Poland, Ukraine and to study the effectiveness of using Kahoot as one of gamification technologies in teaching English for specific purposes (ESP) to students in a technical university. As shown by the results of the study, Poland has considerable experience in the use of computer games in higher education, whereas Ukraine is only beginning to implement these technologies in learning. An experimental study of the use of Kahoot platform in ESP classes at university level, which employed the methods of testing, observation and questioning, showed the effectiveness and expediency of this technology, as the students demonstrated a higher achievement rate, more active engagement and deeper motivation for learning.

Downloads

Download data is not yet available.

Author Biographies

Jakub Głowacki, Cracow University of Economics

Public Economics

rank: PhD

Yelizaveta Kriukova, National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”

Associate professor of Department of English for Engineering # 2 of National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”

Nataliya Avshenyuk, Ivan Ziaziun Institute of Pedagogical and Adult Education of National Academy of Educational Sciences of Ukraine.

Doctor of Science in Education, Senior researcher, Head of Foreign Systems of Pedagogical and Adult Education Department of Ivan Ziaziun Institute of Pedagogical and Adult Education of National Academy of Educational Sciences of Ukraine.

References

  1. Bicen, H., & Kocakoyun, S. (2018). Perceptions of students for gamification approach: Kahoot as a case study. International Journal of Emerging Technologies in Learning, 13(2), 72. https://doi.org/10.3991/ijet.v13i02.7467
  2. Deterding, S., (2012). Gamification. Journal in interactions, 4, 14-15. https://doi.org/10.1145/2212877.2212883
  3. Dichev, C., & Dicheva, D. (2017). Gamifying education: What is known, what is believed and what remains uncertain: A critical review. International Journal of Educational Technology in Higher Education, 14(9), 1-36. https://doi.org/10.1186/s41239-017-0042-5
  4. Domínguez, A., Saenz-De-Navarrete, J., de-Marcos, L., Fernández-Sanz, L., Pagés, C., & Martínez-Herráiz, J. J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63, 380-392. https://doi.org/10.1016/j.compedu.2012.12.020
    |
  5. Gaimification in educational process. Odesa Polytechnic Institute experience (2018). Retrieved September 26, 2018, from https://uatom.org/index.php/2018/09/26/gejmifikatsiya-u-navchalnomu-protsesi-dosvid-odeskoyi-politehniki/
  6. Giang, V. (2013). “Gamification” techniques increase your employees’ ability to learn by 40%. Business Insider. India. Retrieved September 26, 2018 from http:/www.businessinsider.com/gamification-techniques-increase-your-employeesability-to-learn-by-40-2013-9
  7. Huang, H., & Soman, D., (2013). Gamification of education. Toronto: University of Toronto. Retrieved October 18, 2018 from http://inside.rotman.utoronto.ca/behaviouraleconomicsinaction/files/2013/09/GuideGamificationEducationDec2013.pdf
  8. Juszczak, A. (2017). Polski rynek gier wideo – sytuacja obecna oraz perspektywy na przyszłość. Łódź: Wydawnictwo Uniwersytetu Łódzkiego.
  9. Hamari, J., & Koivisto, J. (2015). Why do people use gamification services? International Journal of Information Management, 35, 419-431. https://doi.org/10.1016/j.ijinfomgt.2015.04.006
  10. Коnevshchynska, О. Е. (2017). Problem of Internet communication of upper secondary school pupils in electronic social networks. Information Technologies and Learning Tools, 60(4), 77-86. Retrieved 25 October, 2018 from https://journal.iitta.gov.ua/index.php/itlt/article/view/1845
  11. Leaning, M. (2015). A study of the use of games and gamification to enhance student engagement, experience and achievement on a theory-based course of an undergraduate media degree. Journal of Media Practice, 16(2), 155-170. https://doi.org/10.1080/14682753.2015.1041807
  12. Lytovchenko, I. (2016). Development of higher education-industry partnership as factor of corporate education efficiency in the USA. Science and Education, 10 (CXXXXXI), 98-102. https://doi.org/10.24195/2414-4665-2016-10-19
  13. Pasichnyk, O. (2018). Geimifikatsia procesu navchannia inozemnoi movy studentiv zakladiv vuschoi osvity [Gamification of foreign language teaching in higher educational establishments]. Zbirnuk naukovykh prats Kamianets-Podilskoho natsionalnoho universitetu imeni Ivana Ogienka, 24 (2), 344-349.
  14. Plump, C. M., & LaRosa, J. (2017). Using Kahoot! in the classroom to create engagement and active learning: A game-based technology solution for eLearning novices. Management Teaching Review, 2(2), 151-158 https://doi.org/10.1177/2379298116689783
  15. Sergeyeva, L. (2014). Geimifikatsia: Igrovi mehaniky u motyvacii personalu [Gamification: game mechanics in motivating personnel]. Theory and methods of educational management, 2. Retrieved January 18, 2018 from https://goo.gl/yANJjm
  16. Sera, L., & Wheeler, E. (2017). Game on: The gamification of the pharmacy classroom. Journal of Currents in Pharmacy Teaching and Learning, 9(1), 155-159. https://doi.org/10.1016/j.cptl.2016.08.046
    |
  17. Turan, Z., & Goktas, Y. (2015). A new approach in higher education: the students' views on flipped classroom method. Journal of Higher Education and Science, 5(2), 156. https://doi.org/10.5961/jhes.2015.118
  18. Thomas, C. (2018, April). Kahoot! [Blog post]. Retrieved from https://www.graphite.org/website/kahoot
  19. Wang, A., & Lieberoth, A. (2017). Kahoot in the classroom. Journal in Nurse Educator, 6, 280-281. https://doi.org/10.1097/nne.0000000000000419
    |
  20. Yap, W. (2016). Transforming conventional teaching classrooms to learner-centred teaching classroom using multimedia-mediated learning module. International Journal of Information and Education Technology, 6(2), 105-112. https://doi.org/10.7763/ijiet.2016.v6.667
  21. Zarzycka-Piskorz, E. (2016). Kahoot it or not? Can games be motivating in learning grammar? Teaching English with Technology, 16(3), 17-36.
    |
  22. Zichermann, G. & Linder, J. (2013). The gamification revolution. How leaders leverage game mechanics to crush the competition. New York: McGraw Hill Education.

Downloads

Published

2018-12-26

How to Cite

Głowacki, J., Kriukova, Y., & Avshenyuk, N. (2018). GAMIFICATION IN HIGHER EDUCATION: EXPERIENCE OF POLAND AND UKRAINE. Advanced Education, 5(10), 105–110. https://doi.org/10.20535/2410-8286.151143

Issue

2018: Issue 10

Section

Education

License

Copyright (c) 2018 Yelizaveta Kriukova, Jakub Głowacki, Nataliya Avshenyuk

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with this journal agree to the following terms:

    1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

    1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).