Novosibirsk State Pedagogical University Bulletin, 2017, No.6, pp.54-70

Improving the content of teacher training for the development and application of computer games in learning process

Soboleva E. V. 1 (Kirov, Russian Federation), Karavaev N. L. 1 (Kirov, Russian Federation), Perevozchikova S. M. 1 (Kirov, Russian Federation)
1 Vyatka State University

Introduction. The article is devoted to solving the methodological problems associated with teacher training for planning and gamification of learning processes within information-based educational environments, taking into account the problems and needs of the society, new trends in the field of professional skills and needs of modern schoolchildren. The purpose of the article is to describe, on the basis of the analysis and generalization of methodological and scientific studies and experimental evaluation of the use of game-based learning technologies, the didactic features of teacher training aimed at using and creating games in educational and extracurricular activities.
Materials and Methods. The methodology of work is based on the study of the results of psychological, educational, methodological and technical research investigations, as well as, on analysis of the computer educational games of foreign and domestic authors. The research methods include student surveys, analysis of scientific literature, and analysis of learning outcomes.
Results. Firstly, the paper clarifies the conceptual basis of the learning process gamification methodology (game, gamification, game-based practice, game pedagogy). Secondly, the experimental work on formation of prospective teachers’ competences in using and creating game elements in educational and extracurricular activities with the main focus on the Scratch environment is analyzed. The specific challenges facing teachers in the acquisition of knowledge, tools and methodology of gamification of the educational process are highlighted. Thirdly, the methodological characteristics of teachers mastering the basic theoretical knowledge and practical skills in creating simple games and developing game-based practice are described.
Conclusions. In conclusion, the authors emphasize the need to move away from standard teaching templates, based on the requirements of modern schoolchildren, and propose the new approach to organizing learning environments according to the requirements and challenges of the society, the state, and modern education. Effective using of game-based technology in education is based on teacher training carried out in the context of solving tasks related to the main areas of their professional activities.


Gamification of learning; Challenges the education system; Pedagogic of game; Game-based practice; Teacher training; Professional activity; Scratch

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Date of the publication 30.12.2017