Gamification in the Educational Process

The article is devoted to the study of the problem of gamification in the current educational process, the expediency of its use, the advantages and disadvantages of using game technologies in classes at all levels of the educational process, as well as the factors that encourage the use of game resources in learning in modern reality. 
The aim is to justify the need for the use of gamification, taking into account the positive and negative aspects that arise during the learning process. 
The methods used were observation, analysis, scientific research materials, and the results of teaching experience in learning with the use of game technologies. 
Results. The authors raise the issue of optimizing the educational process. In addition, the focus is on the issue of motivation to study, which has been significantly reduced in recent years. By exploring gamification as a tool to increase students' interest in learning, the authors have developed a set of recommendations to enhance the effectiveness of the educational process. 
Conclusion. Having studied the history of the gamification problem and research materials on this topic, the authors believe that it is advisable to use gaming practice in the educational process not only for the formation of the necessary competencies in students and for their professional training, but also for the educational process, which is very relevant for the educational and professional team in modern reality. In the world of globalization and digitalization, moral and spiritual values have been significantly shaken and require immediate revival. It is important to respond to the challenges of the time in a timely manner to avoid the worst consequences. In this regard, it is crucial to use gaming technologies for educational purposes and to adapt to digital reality.

1. Bystrova N. V., Urakova M. N., Ermolaeva E. L. Cifrovye tekhnologii v obrazovatel'nom prostranstve [Digital Technologies in the Educational Space]. Professional Self-Determination of Youth in an Innovative Region: Problems and Prospects, 2020. Pp. 88-91. (In Russian)

2. Varenina L. P. Gejmifikaciya v obrazovanii [Gamification in Education]. ISOM, 2014. No. 6-2. Pp. 314-316. (In Russian)

3. Varenina L. P. Gamification in Education. Historical and Folk Education. 2019. No. 6-2. Рp. 314-317. [Electronic resource]. Mode of access: https:// elibrary.ru/item.asp?id=22981456 (accessed 20.05.2018).

4. Igna O. N. Imitacionnaya (modeliruyushchaya) tekhnologiya v professional'noj metodicheskoj podgotovke uchitelya inostrannogo yazyka [Imitation (modeling) technology in the professional methodological training of a foreign language teacher]. Vestn. Tomskogo gos. ped. un-ta (TSPU Bulletin). 2011. Issue 9 (111). Pp. 186-190. (In Russian)

5. Lezhenina A. A. Gejmifikaciya kak instrument razvitiya korporativnykh kompetencij personala [Gamification as a Tool for Developing Corporate Competencies of Personnel]. Institute of Psychology of the Russian Academy of Sciences. Organizational Psychology and Labor Psychology. 2019. No. 2. Pp. 171-183. (In Russian)

6. Polyakova V. A., Kozlov O. A. Vozdejstvie gejmifikacii na informacionno-obrazovatel'nuyu sredu shkoly [The Impact of Gamification on the Information and Educational Environment of a School]. Modern Problems of Science and Education. 2017. No. 5. [Electronic resource] / Access mode: http://science-education.ru/ru/article/view?id=22236 (accessed 02.04.2021). (In Russian)

7. Tsabieva Z. S. Gejmifikaciya – novaya ehffektivnaya biznes-koncepciya v sisteme motivacii personala [Gamification is a new effective business concept in the system of personnel motivation]. Scientific community of students of the 21st century. Economic Sciences: collection of articles based on the materials. XLI International Student Scientific and Practical Conference. 2016. P. 16. (In Russian)