Providing the Leadership in Education by Online Gamification-based Teaching Methods Utilization (COVID-19 Quarantine Brief Lessons Based on Phenomenological Analysis)

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dc.contributor.authorМомот, Володимир Євгенійович
dc.contributor.authorЛитвиненко, Олена Миколаївна
dc.date.accessioned2020-05-21T14:36:48Z
dc.date.available2020-05-21T14:36:48Z
dc.date.issued2020-06
dc.description.abstractState of art tools of students’ motivation enhancement being commonly used in higher education are treated in completely new way being considered as component of teacher’s new role in contemporary educational environment governed by distributed knowledge networking. The core hypothesis presented in the paper is that online gamification-based teaching methods positive motivational impact on students can be rightfully explained by the fact that such an approach is charging the habitual contemporary students’ communication environment with an educational value pushing them to the limits of intellectual competition. New exceptional role played by teacher in the HSE is identified as a facilitator using the potential of new educational trends for challenging students rother than guide and instruct them. Teachers’ motivation to implement the online gamification-based teaching methods is also examined on the basis of Herzberg and Maslow theory with different factors put in form of motivational matrix. The effects of COVID-19 quarantine on teachers’ motivation is explored. Corresponding phenomenological models presented based on Heaviside function and the Weber-Fechner psychophysical law. Deviators preventing teachers to use advanced educational approaches are also treated. Distributed knowledge networking which dictate the contemporary educational environment development is represented by well-known logistical curve governing the process of new information propagation. Modeling the teaching process with respect to the new motivation incentives was done utilizing two most frequently used learning curve representations. Different modes of knowledge acquisition process were analyzed. On the basis of computational model, it was proved that gamification is unveiling the potential of contemporary educational environment. Main conclusion made that in case of gamification implementation the students not only exceptionally fast in knowledge acquisition but also demonstrate the ability of new knowledge creation. But at the same time, it was proven that the gamification alone could not provide students with enough level of motivation and should be accompanied with other incentives for the students.uk_UA
dc.identifier.citationMomot V., Lytvynenko O. Providing the Leadership in Education by Online Gamification-based Teaching Methods Utilization (COVID-19 Quarantine Brief Lessons Based on Phenomenological Analysis) // International Scientific Journal of Universities and Leadership. – Issue № 1(9). – 2020. – pp.uk_UA
dc.identifier.issn2520-6702
dc.identifier.urihttp://ir.duan.edu.ua/handle/123456789/3038
dc.language.isoenuk_UA
dc.publisherInstitute of Higher Education of NAES of Ukraineuk_UA
dc.subjectGamificationuk_UA
dc.subjectSocial networking type communicationuk_UA
dc.subjectMotivation in educational processuk_UA
dc.subjectICT impact on education efficiencyuk_UA
dc.subjectICT-aided facilitationuk_UA
dc.titleProviding the Leadership in Education by Online Gamification-based Teaching Methods Utilization (COVID-19 Quarantine Brief Lessons Based on Phenomenological Analysis)uk_UA
dc.typeArticleuk_UA

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