2022, Vol. 13, No. 1. - go to content...

Permanent address of this page - https://sfk-mn.ru/en/32klsk122.html

Метаданные этой статьи так же доступны на русском языке

Full article in PDF format (file size: 427.3 KB)

For citation:

Gilyazova O.S., Zamoshchanskaya A.N. [Games and gamification in education: the problem of their correlation in a phenomenological perspective] World of Science. Series: Sociology, Philology, Cultural Studies, 2022, Vol. 13, No. 1. Available at: https://sfk-mn.ru/PDF/32KLSK122.pdf (in Russian).

Games and gamification in education: the problem of their correlation in a phenomenological perspective

Gilyazova Olga Sergeevna
Ural Federal University named after the first President of Russia B.N. Yeltsin, Yekaterinburg, Russia
E-mail: Olga_gilyazova@mail.ru
RSCI: https://www.elibrary.ru/author_profile.asp?id=521764
SCOPUS: https://www.scopus.com/authid/detail.url?authorId=57218368399

Zamoshchanskaya Anna Nikolaevna
Ural Federal University named after the first President of Russia B.N. Yeltsin, Yekaterinburg, Russia
E-mail: a.n.kolobaeva@urfu.ru
ORCID: https://orcid.org/0000-0002-2952-8680

Abstract. The article is devoted to the problem of the correlation of games and gamification as cultural and historical phenomena in the context of education. For this purpose, the authors consider games and gamification through the prism of a phenomenological approach. The idea of two modalities of activity: “Work” (the sphere of duty, coercion, and necessity) and “Play” (the sphere of desire, freedom, voluntariness), developed by the authors from the ideas of social phenomenology about lifeworld and multiple realities, forms a methodological basis the study. This allows to differentiate games from each other, from other conditional realities (art worlds and media), as well as from actual reality, and from gamification. Using the example of video (digital) games, live Action Role-Playing Games (real-life games) and Alternate Reality Games (mixed-reality games), the authors gave a general picture of the specifics and educational capabilities of games as special conditional realities. This study has shown that video games, due to their ontological closedness, form the basis for development of serious games, and Alternate Reality Games, thanks to their ontological openness, form the basis for gamification. Based on the study results, the authors substantiate the thesis that it is the difference between “Work” and “Play” that makes it possible to distinguish games from gamification: While a game is built on the opposition of these modalities (which limits the transformation of educational activity into a game: It hinders the socializing function of the school and contributes to the loss of the game of its autotelic ethos), gamification is aimed at its elimination by harmonizing the utilitarian and hedonistic elements of the learning process. This determines the more universal nature of gamification (if not reduced to the “points/badges/leaderboards” model) in education compared with game practices (especially for adult students).

Keywords: gamification; game; game studies; cultural studies of education; pedagogy; teaching-learning; ontology; phenomenology; philosophy of education; digitalization of education

Download article in PDF format