We formulated seven general principles for authors for the implementation of educational gaming
technologies in an engineering university based on descriptions in the literature. The principles
are ordered by their “importance” for the quality of the game model and systemic influence on
the student. These principles provide conditions for mastering educational material by resolving
problematic game situations. Conclusions are made about the effectiveness of the methodology
based on the principles. It was found that the role of the emotional component in the educational
process increases, the students’ independent work is stimulated, the quality of teaching increases,
and the teacher is freed from routine control operations.
Author : Olga K. Evdokimova
The principles of the implementation of gaming technologies in a blended learning environment in a technical university
We formulated seven general principles for authors for the implementation of educational gaming technologies in an engineering university based on descriptions in the literature. The principles are ordered by their “importance” for the quality of the game model and systemic influence on the student. These principles provide conditions for mastering educational material by resolving problematic game situations. Conclusions are made about the effectiveness of the methodology based on the principles. It was found that the role of the emotional component in the educational process increases, the students’ independent work is stimulated, the quality of teaching increases, and the teacher is freed from routine control operations.
Transdisciplinary approach to improving study motivation among university students of engineering specialties
In pedagogy, motivation is considered more important than ability. This study aims to identify,
and provide a rationale for, ways to increase of study motivation among the university students of
engineering specialties. The creation of conditions for the subject to predict results of his activity,
as well as for the manifestation of self-dependence and creativity, contributes to ensuring students’
motivation and to the development of their search activity, that is “critical inquiry” of useful
information. To implement these conditions, we suggest extending transdisciplinarity in education
and integrating it with all forms of the educational process, and establishing more effective contacts
(both formal and informal) between teachers and students. Such integration is based on integrity,
dialectic method, mental activity and integration of the laws of nature. We see the role of this
extension of transdisciplinarity as combining heterogeneous knowledge by content (education)
and methods (development) in conjunction with improving the quality of organizational and
pedagogical support of training sessions (upbringing).