educational process, gamification, gaming technologies, Moodle distance platform, student motivation, video games.


The article presents the essence and advantages of gamification and its implementation in the educational process; the use of game design elements by teachers in the educational environment. The purpose is to study and present the essence and benefits of gamification and its implementation in the educational process. To reveal the main functions of gamification as a method, the author used the method of induction and deduction, which made it possible to draw conclusions about the details of the gamification procedure and the possible results achieved in the game; the method of comparison, which helped to compare the results of using traditional teaching in lessons in a general education institution and lessons involving gamification techniques. Gamification as a tool that uses different types of student motivation is revealed. Gamification is shown as a complex of game methods and technologies aimed at developing skills and improving the learning process and quality of education. Gamification is revealed as a tool that helps teachers, regardless of the discipline they teach, to make learning interactive and engaging. The potential of using gamification methods to increase students’ motivation, engagement, and performance is presented, mainly by creating a comparative learning environment that affects how students learn. It is concluded that improving students’ motivation and engagement in learning activities is important for the development of skills and competencies. A teacher’s understanding of how gamification methods affect student behavior can help them choose the appropriate methods for their students.



Diadikova, O. (2018). Hra yak instrument: shcho take heimifikatsiia [Game as a tool: what is gamification?]. MistoSite.

Zrazevsky, V. (2021). Piat populiarnykh videoihr dlia navchannia – MineCraft, Among Us, Fortnite ta inshi [Five popular video games for learning – MineCraft, Among Us, Fortnite and others]. OsvitaNova.

Natsionalna doktrina rozvitku osviti. Zatverdzheno Ukazom Prezidenta Ukrayini vid 17 kvitnya 2002 roku № 347/2002 [National doctrine of education development. Approved by Decree of the President of Ukraine dated April 17, 2002 № 347/2002] (2002).

Pro zatverdzhennya koncepciyi rozvitku pedagogichnoyi osviti. Nakaz Ministerstva osviti i nauki Ukrayini vid 16 lipnya 2018 R. № 776 [Approval of the development of teacher education Concept. Order of the ministry of education and science of ukraine of July 16, 2018 № 776] (2018).

Sagan, O.V. (2022). Heimifikatsiia yak suchasnyi osvitnii trend [Gamification as a modern educational trend]. Pedahohichni nauky, 100, 12–18.

Ardila-Muñoz, J. J. (2019). Supuestos Teoricos for the gamification of higher education. Magis, Revista Internacional de Investigación en Educación, 12 (24), 71–84.

Biсen, H.; Kocakoyun, S. (2018). Students’ perceptions of a gamification approach: Kahut as a case study. International Journal of Emerging Technologies in Learning, 13 (02), 72–93.

Buckley, P.; Doyle, E. (2017). Individualizing gamification: exploring the influence of learning styles and personality traits on gamification effectiveness using the prediction market. Computers & Education, 106, 43–55.

Burke, P. F., Schuck, S., & Kearney, M. (2023). Teachers’ Experiences of Emergency Remote Schooling During the Pandemic: Drivers for Student and Teacher Wellbeing. Australian Journal of Education, 67 (2), 124–142.

Chavarría Oviedo, F., & Avalos Charpentier, K. (2023). Gamification in education for the formative assessment process. Ciencia Latina Revista Científica Multidisciplinar, 7 (1), 9180–9194.

Garcia-Iruela, M, Hijón-Neira, R, Connolly, C. (2021). Analysis of Three Methodological Approaches in the Use of Gamification in Vocational Training. Information, 12 (8), 300.

Hamari, J.; Koivisto, J.; Sarsa, H. (2014). Does gamification work? A literature review of empirical studies on gamification. Proceedings of the 7th International Conference on System Sciences (HICSS), Waikoloa, Hawaii, USA, January 6-9 (pp. 3025–3034).

Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152–161.

Johnson, J. (2022, August 7). The gamificationof learning. Times Colonist.

Li, R., Liu, J. (2022). Applying Gamification in English Learning. Proceedings of the 2022 8th International Conference on Humanities and Social Science Research (ICHSSR 2022), 664, 2703–2706. 10.2991/assehr.k.220504.490

Marhadi, H., Sapriya, S., Hakam, K. A., & Budimansyah, D. (2023). The role of the problem-based learning approach in optimizing student involvement in the learning process. Cypriot Journal of Educational Sciences, 18 (3), 544–555.

Mcсall, J. (2023). Gaming the Past: Using Video Games to Teach Secondary History. Routledge.

Pandey, A. (2018, June 11). How Can You Combine Mobile Learning And Gamification To Create High Impact Training? eLearning Іndustry.

Poondej, C. and Lerdpornkulrat, T. (2020). Gamification in e-learning: A Moodle implementation and its effect on student engagement and performance. Interactive Technology and Smart Education, 17 (1), 56–66.

Sánchez-Martín, J., Cañada-Cañada, F., & Dávila-Acedo, M. A. (2017). Just a game? Gamifying a general science class at university: Collaborative and competitive work implications. Thinking Skills and Creativity, 26, 51–59.



How to Cite

Salata, O. ., & Trukhan, O. . (2023). GAMIFICATION AS A MEANS OF IMPROVING THE EFFICIENCY OF THE LEARNING PROCESS IN SECONDARY EDUCATION. Continuing Professional Education: Theory and Practice, 76(3), 47–60.