"Businessmen are shaping a new pedagogy"| Gamification in education

The application of computer games is wide. In particular, they were used by commercial companies in competition.

• Microsoft needed to test program modules that use languages ​​from all over the world. Ross Smith proposed computer games that could attract people to play them, although at their core the games were aimed at detecting errors. Gamers quickly mastered the latest products and tested them, which allowed it to get ahead of its competitors.

The gaming approach in the interests of business became possible due to the fact that by this time the computer game had become a mass phenomenon.

One of the new niches of the use of computer games is online-learning. Most of the developers did not have a pedagogical education or experience in the education system, but this did not stop them.

In fact, the very process of introducing new teaching methods has changed: when the method is approved at the number of downloads. Even a grade for studying ceased to be mandatory, as it began to be replaced by the results provided by the game, and they do not always take the form of points.

The game must generate a desire to act, otherwise it will be a test to test knowledge. The learning process involves being passionate about playing and achieving the desired result, which allows to reduce and even eliminate control on the part of the parent or teacher.

A new task has appeared for the teachers, when they must find the game that captivates the student. Without this new responsibility, there is no point in talking about the gamification of the educational process.

In the future, the teacher's task will be to select modules for the educational game, taking into account the individual characteristics of students as much as possible.

In contrast to lagging pedagogy, game creators have already moved on to the next stage of creating opportunities for choosing a game. They switched to a modular principle of its configuration. Modules allow to assemble an educational game in different configurations.

• Some modules formulate the type of game techniques that generate excitement
• Other modules are related to a cognitive topic for learning purposes.

Assembling games from modules will allow to create individual training programs.

Developers of educational programmes attract gamers. This is the same type of business formation that was once proposed by Ross Smith from Microsoft, when the passion for gaming is used to test new products.

Gamers train and at the same time give their suggestions for improving the simulators. They are even allowed to use modules to assemble the simulator as they wish.

In fact, gamers not only test modules for educational games, but are also involved in the process of creating them.

Learning is more effective if the game creates conditions where the player’s entire attention is focused on the artificial environment, and distractions to the real world around him are minimized. This is better achieved when the virtual space becomes three-dimensional with the ability to move around it.

With the development of artificial intelligence it has become possible to create immersive educational games, since such games multiply quickly and their use does not require the presence of specialists.

Education is moving towards gamification. The process is not fast, but now there has been a noticeable increase in the number of ambitious zoomers who are introducing gaming technologies into their practice.

How will gamification develop in education? It is better to first ask this question to marketers, since the initiative belongs to business, and then ask teachers what they will take from what business has created. The sequence of questions should take into account that the administrative environment selects and transforms new things into its environment from a competitive one.