FEASIBILITY OF GAMIFICATION OF UNIVERSITY STUDENTS LEARNING ACTIVITY
The article identifies the relevance of gamification as an educational trend and states that there are some significant discrepancies in the interpretation of this phenomenon and, accordingly, in the disclosure of techniques to create gamified educational courses in modern pedagogical literature. The need for a clearer differentiation between gamification and education-oriented computer games is emphasized. Their essential features and the possibility of developing the simplest versions of such games with the help of online services by teachers are highlighted. The characteristic of the mechanisms inherent in the gameplay for maintaining the internal and external motivation of a player is given. It is noted that their transfer on the process of managing the learning activity of the subject hasn't been studied sufficiently. The study compares the game and educational motives of student's activity and their hierarchy in the gamification context, emphasizing the importance of his/her awareness of the non-game tasks priority. The similarity between the gameplay elements and the point-rating system is revealed for assessing the educational achievements of students in the aspect of maintaining the motivation in educational activity. The impermissibility of reducing gamification to this system is fixed. It is characterized the need to develop navigators for mastering educational courses, reflecting all types of planned educational work and associated with a point-rating assessment system. The functional capabilities of the system Moodle are denoted, which ensure an increase in efficient management of students learning activities, its motivational component. Attention is drawn to the expediency of establishing a link between a game plot and the educational content of the gamified course. The article describes the version of gamification of students learning activity at university developed by the author and tested by the example of the discipline «Comparative Preschool Pedagogy», which provides for the complex use of various methods of students involvement in the educational process, supporting the desire for timely and high-quality implementation of educational tasks.