Application of Game-based Learning Methods in Biology Lessons in Secondary Educational Institutions
Year: 2025
Type: article
Abstract: The article considers the issue of using game teaching methods in secondary education institutions, their importance in the process of studying educational material in biology lessons. The effectiveness of using game tasks to increase motivation and activate cognitive activity of students has been experimentally confirmed. It has been found that the systematic use of quizzes, crosswords and riddles leads to an increase in internal motivation, increased cognitive activity and a decrease in dependence on external stimuli. The psychological mechanisms of the influence of game tasks on motivation have been determined: creating a situation of success, activating cognitive interest, reducing the level of anxiety, satisfying the need for self-realization, creating a situation of choice. A methodology for creating and conducting biological quizzes for different age groups has been developed, which takes into account the psychological characteristics of students, the specifics of the educational material and the didactic goals of the lesson. It has been established that the effectiveness of quizzes depends on their methodologically correct organization, creating a positive emotional atmosphere, ensuring the active participation of all students. The features of creating and using crosswords with biological terminology that contribute to the assimilation of the conceptual apparatus of the discipline, the formation of scientific language, and the development of logical thinking have been determined. It has been established that the effectiveness of crosswords depends on the quality of the selection of terms, the clarity of the formulation of tasks, and the correspondence of the level of complexity to the age characteristics of students. The didactic potential of biological puzzles as a means of developing critical thinking and figurative perception has been investigated. It has been established that puzzles activate analytical and associative thinking, contribute to the formation of clear images of biological objects, develop observation, and the ability to distinguish essential features. It has been determined that the effectiveness of puzzles depends on their correspondence to the level of development of students' thinking, connection with life experience, originality and imagery of formulations. The practical experience of using game methods when studying various sections of biology has been generalized. The specifics of the use of quizzes, crosswords and riddles in the study of plant biology, animal biology, human anatomy, general biology have been identified. It has been established that the integration of game methods with information and communication technologies significantly expands their didactic capabilities, increases student motivation, ensures individualization of learning, and forms information and digital competence. A system of criteria for assessing the effectiveness of the use of game technologies in teaching biology has been determined, which includes didactic, psychological, social, methodological and innovative criteria. Methods for assessing the effectiveness of game technologies have been determined: pedagogical experiment, testing, questionnaires, expert assessments, pedagogical observation, analysis of activity products. It has been established that the complex use of quantitative and qualitative assessment methods provides objective information about the impact of game technologies on various aspects of the educational process.
Authors: T. LEGOSTAYEVA, M. BURKHOVYCH
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4414352210
FWCI:
Cites:
Cited by:
Related to: