Foreign experience in the development of gamification strategies in the training of digital technology specialists

Abstract

The article systematizes existing approaches to the interpretation of the concept of "gamification": psychological approach, education approach, social approach, technological approach, economic approach, cognitive approach. Each of the listed approaches emphasizes different aspects and advantages of the concept of "gamification". The article also identifies the specifics of the introduction of gamification strategies in the process of training digital technology specialists in different countries: the USA, Great Britain, Sweden, Norway, Australia, Canada and Japan. In addition, research has shown that gamification in education abroad makes the learning process more interactive, engaging students and increasing their motivation. Analyzing this information, it was determined that a common characteristic of the use of gamification strategies in the training of digital technology specialists is the mandatory use of various digital technologies, namely: Coursera and edX, Codecademy, Khan Academy, Google Digital Garage, Microsoft Learning Pathways, Hackathons and competitions and virtual simulations. At the same time, the use of gamification strategies in the process of training specialists in digital technologies implies the existence of a number of problems: different educational goals, technological barriers, lack of proper training of teachers, psychological pressure, uncertainty in motivation, limited adaptation, difficulty in measuring effectiveness, games (not for everyone), expenditure of resources, cultural differences. To determine the effective methods by which it is expedient to evaluate the impact of gamification on the educational process of training specialists in digital technologies, the following methods were determined: quantitative methods, qualitative methods, observation, comparative analysis, data analysis from educational platforms, self-assessment methods. These methods allow to get a comprehensive view of the impact of gamification on educational outcomes, taking into account both quantitative and qualitative aspects of the educational process.

Key words: foreign experience; gamification; strategy; training; specialists; digital technologies.