ЧИ ГЕЙМІФІКОВАНІ ОНЛАЙН-ПЛАТФОРМИ ДЛЯ НАВЧАННЯ?
DOI:
https://doi.org/10.28925/2414-0325.2025.194Ключові слова:
гейміфікація, поверхнева гейміфікація, ігровий дизайн, онлайн-платформи, онлайн-навчання, цифрова освітаАнотація
У статті проаналізовано стан упровадження гейміфікації та елементів ігрового дизайну в українських онлайн-платформах. Систематизовано ключові ігрові механіки, на основі яких складено матрицю спостереження для контентно-орієнтованих (Coursera, edX, Prometheus, EdEra) і викладацько-орієнтованих (Google Classroom, Moodle, MS Teams) платформ. Дослідження показало, що більшість освітніх середовищ лише декларативно інтегрують гейміфікацію, обмежуючись базовими адміністративними елементами (бали, рейтинги, сертифікати) без глибинного ігрового дизайну, наративу чи занурення. Опитування викладачів ЗВО підтвердило ці результати: педагоги визнають мотиваційний потенціал гейміфікації, але застосовують її переважно на елементарному рівні через нестачу часу, методичних матеріалів, ігрового досвіду й технічних можливостей. Зазначено, що моделі MDA (Mechanics–Dynamics–Aesthetics) і DPE (Design–Play–Experience) мають слугувати концептуальними рамками для створення навчальних платформ як фреймів педагогічних тактик і досвіду. Це демонструє конвергенцію ігрової індустрії, IT та педагогіки. Окреслено перспективи розвитку гейміфікованих освітніх середовищ, зокрема інтеграцію штучного інтелекту (AI-помічників, як-от Gembot у Google Classroom), що можуть виконувати роль ігрових персонажів. Визначено необхідність системного моніторингу розвитку українських онлайн-платформ і розширення вибірки респондентів для забезпечення репрезентативності результатів. Подано рекомендації щодо вдосконалення практик гейміфікації та ігрового дизайну в цифровій освіті.
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