ГЕЙМИФИКАЦИЯ НАНООБУЧЕНИЯ КАК ФАКТОР ПОВЫШЕНИЯ МОТИВАЦИИ СТУДЕНТОВ
DOI:
https://doi.org/10.66345/stj.v4i2.5029Keywords:
геймификация, нанообучение, мотивация студентов, игровые элементы, когнитивная нагрузка, самодетерминация, высшее образованиеAbstract
В статье исследуется потенциал геймификации как инструмента повышения мотивации и вовлечённости студентов в условиях нанообучения (nano-learning). Проанализированы теоретические основы интеграции игровых элементов в сверхкороткие образовательные модули с опорой на теорию самодетерминации (SDT), модель ARCS и теорию когнитивной нагрузки. Предложена модель геймифицированного нанообучения (GNL-модель), включающая систему баллов, бейджей, уровней и микросоревнований. Обоснованы перспективы применения данной модели в вузах Республики Узбекистан.
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