The impact of gamification on the motivation of primary schoolers under martial law

Abstract

Ensuring an uninterrupted learning process requires new approaches that will enhance pupil motivation. The aim of the work is to ensure the possibility of including gamification in the learning process of primary schoolers under martial law. This aim was achieved through the use of the methods of questionnaire survey and analysis; calculations of significance, efficiency ratios and Spearman’s rank correlation coefficient. The study found that only 19% of teachers used gamification processes before the study. Learning approaches included core material learning through EdApps and Can’t Wait to Learn. EdApp and Google Form were used to study basic terminology in the form of a game, do homework, and test knowledge. Dynamism is of the greatest importance for teachers, as it promotes the participation of all pupils, and affects the development of independence, thinking, and creative skills. The study found that pupils of grades 2-4, who used gamification in their studies, showed a higher knowledge level. It was established that memory and sociability were developed to the greatest extent among schoolchildren. The practical significance of the work is the possibility of transformation of the educational process as a result of the use of the proposed interactive programmes. Prospects of the research may be related to the comparison of the effectiveness of using gamification techniques among primary and secondary schoolers.