Volume 12 - Issue 61
/ January 2023
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http:// www.amazoniainvestiga.info ISSN 2322- 6307
DOI: https://doi.org/10.34069/AI/2023.61.01.32
How to Cite:
Byhar, H., Pits, I., Shevchuk, K., Prokop, I., Shestobuz, O., Dariichuk, S. (2023). The impact of gamification on the motivation of
primary schoolers under martial law. Amazonia Investiga, 12(61), 317-329. https://doi.org/10.34069/AI/2023.61.01.32
The impact of gamification on the motivation of primary schoolers
under martial law
Вплив гейміфікації на забезпечення мотивації учнів початкової школи в умовах
воєнного стану
Received: January 29, 2023 Accepted: February 28, 2023
Written by:
Hanna Byhar137
https://orcid.org/0000-0002-4480-8293
Iryna Pits138
https://orcid.org/0000-0002-7911-9922
Krystyna Shevchuk139
https://orcid.org/0000-0002-9365-1456
Inna Prokop140
https://orcid.org/0000-0003-2409-4892
Olha Shestobuz141
https://orcid.org/0000-0001-7268-8316
Serhii Dariichuk142
https://orcid.org/0000-0001-8089-1293
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
137
PhD of Pedagogical Science, Associate Professor of the Department of Pedagogy and Methods of Primary Education, Faculty of
Pedagogy, Psychology and Social Work, Yuriy Fedkovych Chernivtsi National University, Chernivtsi, Ukraine.
138
PhD of Pedagogical Science, Associate Professor of the Department Pedagogy and Methods of Primary Education, Faculty of
Pedagogy, Psychology and Social Work, Yuriy Fedkovych Chernivtsi National University, Chernivtsi, Ukraine.
139
PhD of Pedagogical Science, Associate Professor of the Department Pedagogy and Methods of Primary Education, Faculty of
Pedagogy, Psychology and Social Work, Yuriy Fedkovych Chernivtsi National University, Chernivtsi, Ukraine.
140
PhD of Pedagogical Science, Associate Professor of the Department Pedagogy and Methods of Primary Education, Deputy Dean
for Educational and Methodical Work Faculty of Pedagogy, Psychology and Social Work, Yuriy Fedkovych Chernivtsi National
University, Chernivtsi, Ukraine.
141
PhD of Pedagogical Science, Associate Professor at the Department of Pedagogy and Methodology of Primary Education, Faculty
of Pedagogy, Psychology and Social Work, Yuriy Fedkovych Chernivtsi National University, Chernivtsi, Ukraine.
142
PhD of Pedagogical Science, Assistant, Department of Physical Culture and Basics of Health, Faculty of Physical Culture and
Human Health, Yuriy Fedkovych Chernivtsi National University, Chernivtsi, Ukraine.
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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.
Keywords: gamification, primary school, group
process, game format, pupil motivation, martial
law.
Introduction
The impact of information technologies is also
reflected in the educational process, which
affects the search for new approaches to teaching
the material (Ross & Bennett, 2022). A
significant amount of educational information
should be presented in a non-standard form,
which will make students interested in studying
it (Arifin & Setiawan, 2022). Gamification can
be applied for easier perception of educational
materials, both with and without a combination
of innovative technologies (Gupta & Goyal,
2022). The relevance of this research is in the
development of new approaches to ensuring the
education of primary schoolers using
gamification techniques.
Gamification is an approach aimed at using a
game format in the educational process, which
promotes the activation of intellectual and mental
processes of students (Legaki et al., 2022).
Gamification affects the socialization of
students, which is manifested in the ability to
analyse, work in a group without being afraid to
express one’s opinion. The advantages of
gamification also include the possibility of
receiving regular feedback from the teacher and
can be used in the distance learning process
(Milosz & Montusiewicz, 2018). The
introduction of the gamification principles into
education during wartime allows for better
assimilation of information in connection with
game presentation. This approach enables
uninterrupted access to educational materials
stored in the online space for students of the
corresponding grade (Kanaki et al., 2022). The
term “gamification” was introduced in 2022 by
N. Pelling, but it was mentioned as early as 1896
with the release of Sperry & Hutchinson brands
(Panyajamorn et al., 2018). The spread of
gamification in Ukraine became possible thanks
to O. Zaporozhets and D. Elkonin (Lovianova et
al., 2020). The researchers found that it is the
game that contributes to the psychological and
mental development of the child, which can be
used in the educational process.
The introduction of the gamification process in
education contributes to increasing the level of
students’ knowledge, and developing skills that
will make it possible to resolve different tasks.
The introduction of the Wuzzit Trouble game
into the learning process can be an example of
gamification. According to the rules of the game,
the learning process consists in the transition of
students to different levels after completing
mathematical assignments (Yang et al., 2022).
The computer game Wuzzit Trouble provides for
freeing the person from the cage by solving
problems in order to motivate students more. The
LMS Web application also promotes learning
through gamification (Luo & Yu, 2022). Tovuti
LMS is used to develop lessons and edit existing
ones, which enables to display information using
a virtual classroom. The programme provides for
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the making lists of the most successful students.
The application of the Loquiz online platform
facilitates the development of games for learning
and interaction between students (Oliveira et al.,
2023). The application Can’t Wait to Learn was
developed with the assistance of the Ministry of
Education and Science of Ukraine, which
contributes to the education of elementary
schoolers (Smyrnova-Trybulska et al., 2017).
According to the relationship, the learning
process takes place by watching video lessons
using game approaches to learning the material.
The issue of the introduction of gamification for
learning during wartime in Ukraine is
superficially covered in the academic literature.
The aim of the article is to analyse the
effectiveness of including gamification in the
learning process when studying educational
branches of primary school under martial law.
The research objectives are the following:
− identify the peculiarities of teachers’ use of
gamification in the educational process
before the research, taking into account
basic and additional assignments;
− develop approaches to the introduction of
gamification into the learning process of
primary schoolers, taking into account the
combination of game format and innovative
technologies;
− determine the significance of aspects of
gamification that were taken into account in
the educational process for students and
teachers;
− determine the quality of the acquired
knowledge of primary school students with
the help of the efficiency ratio, taking into
account the skills that have been developed.
Literature review
The introduction of game technologies in the
educational process affects the development of
students’ thinking, which was tested among 32
students and 4 teachers. Game technologies make
it possible to eliminate the mechanical
memorization of educational information, and to
initiate the study of the material in an easy way.
Game technologies contribute to the
development of multi-functionality, student
motivation, logical thinking, and also influence
the development of independence. The game
format of learning increases the efficiency of
learning complex assignments as a result of the
introduced innovations (Elmira et al., 2022a).
Online platforms (Proprofs.com) facilitate the
study of terminology by introducing creative
elements and a game format. The effectiveness of
learning is related to the completion of various
assignments that are available in online.
Gamification is aimed at the assimilation of
knowledge as a result of the use of motivating
elements (badges, incentive prizes, excursions,
etc.). The use of various quests also affects the
motivation and development of students
(Mirzoyeva, 2022). The use of gamification
processes in the development of reading skills in
primary school improves the organization of
learning during the COVID-19 pandemic.
Gamification makes it possible to provide a
cross-learning process, which is aimed at the
interaction of students and teachers with each
other. Gamification contributes to the acquisition
of technical and analytical skills as a result of
ensuring the dynamism of learning. Learning was
built on discussing the material that the students
read, as well as presenting their own
interpretation of the text (Calderón Arévalo et al.,
2022).
EasyLogic3D enables integrating gamification in
3D format into the learning process. This
programme facilitates the adaptation of primary
schoolers to learning as a result of the use of a
game scenario that attracts their attention. This
approach promotes interaction between players,
which affects the independence of studying the
material. Games contribute to activation of brain
activity, provision of individual and emotional
connection (Ríos Félix et al., 2020). The main
approach to teaching with Scratch was aimed at
ensuring the sequence of learning. Scratch helps
to present difficult material through a game using
media technology. Audio and video materials
contributed to text processing and influenced the
provision of visualization in education. It is
important to take into account that the game is
adapted to the educational materials and to the
age of schoolchildren (Prykhodchenko et al.,
2020). Gamification affects the level of
motivation of primary schoolers during physical
education lessons. The Exergames application
enables using digital games as a result of
repeating movements. The application
contributes to the concentration of students’
attention in the specified period of time.
Cognitive motivation affects students’ interest in
attending classes (Quintas-Hijós et al., 2020).
Gamification is an alternative to the traditional
learning process, as it provides the study of
theoretical material in an unusual format that is
in line with the current stage of development.
Gamification helps to overcome obstacles in the
form of a game and to memorize material based
on visualization. It also affects the development
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of students’ individuality, interaction with other
students, and the absence of obstacles to
expressing one’s own opinion (Martínez-Hita &
Miralles-Martínez, 2020). The WCRAS web-
based system facilitates reading and annotating
the material read, which increases the
effectiveness of understanding the information
read. Involvement of 55 students in the
experiment made it possible to identify the level
of cooperation between students and
effectiveness in understanding the read material.
The results showed that there was no difference
in efficiency between gamification and the
traditional process. However, students who
involved gamification in learning presented a
larger number of annotations on the read
material. The degree of immersion in the studied
material was also greater as a result of ensuring
interaction between students. The difference in
results is related to the motivation of students in
the experimental group (Chen et al., 2020). The
history and culture for primary schoolers was
taught based on the use of slides depicting
various assignments. Completing the
assignments enabled a transition to a different
level as a result of searching for answers on the
Internet. The use of mobile technologies
enhanced students’ learning motivation (Li et al.,
2019).
The analysis of studies revealed the advantages
of gamification, which affect students’
motivation. However, the analysed works do not
cover the approaches to the step-by-step study of
the material, only elements that can provide
training (online programmes, applications) are
presented.
Methods
Research Design
The first stage of the research was based on
interaction with teachers, which involved
obtaining information about their understanding
of the gamification process. A questionnaire
survey was conducted among teachers through
this method in order to find whether they used
non-standard approaches earlier in the
educational process (Table 1).
Table 1.
Peculiarities of the teachers’ use of gamification in the educational process (before the research)
Answer options
Answers of the respondents
Yes, gamification processes are used in the research
Partially used
No, they are not used
The questionnaire survey was conducted through
the use of e-mail, which made it possible to
receive data directly from the respondents.
E-mails of teachers were previously registered by
the authors, which precluded obtaining
unreliable results. According to the
questionnaire, teachers were given 8 hours to
present their answers. The obtained data were
presented using percentages in the Results
section.
The second stage of the research involved the
development of approaches to the transformation
of the educational process using gamification.
For this purpose, the authors analysed various
game approaches that can be used in the learning
process. During the analysis of game approaches,
the authors took into account the possibility of
their adaptation to the education of junior
schoolchildren, the possibility of using them in
different subjects. The ability to use the
programmes for a group of students, ease of use
were also important. The development of
learning approaches included the search for
correct modern interactive programmes that
enable the inclusion of educational material in
accordance with state recommendations.
At the second stage of the research, it was also
planned to find out which of the aspects of
gamification are most important for the
educational process. The authors identified four
aspects (dynamism, mechanics, aesthetics, social
interaction) as a result of the literature
analysis (Luo & Yu, 2022; Martínez-Hita &
Miralles-Martínez, 2020; Oliveira et al., 2023;
Prykhodchenko et al., 2020). The significance of
gamification aspects was revealed after 4 months
of training (September - December 2022). Data
from the respondents were obtained through a
questionnaire survey, which were used to
calculate the significance coefficient.
The third stage of the research consisted in
identifying the effectiveness of the developed
educational approaches, which provided for the
application of gamification principles. First of
all, the effectiveness of education of primary
schoolers was revealed. The effectiveness of
learning the material was checked as a result of
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taking into account the level of acquired
knowledge, the ability of pupils to cooperate in a
group, and their activity in classes. The obtained
parameters were correlated with the total
permissible number of points. The efficiency
level was calculated according to the efficiency
ratio. The results of the study present percentage
data that reflect the number of students who
received a certain level of knowledge (high,
medium, low). The results were presented for
students of two groups, which enabled evaluating
the effectiveness of the developed approaches to
learning. Group 1 pupils were taught according
to the approaches developed by the authors,
which included gamification approaches. Group
2 pupils studied according to the traditional
system, which provided for the presentation of
methodical materials in the conventional form.
The pupils of two groups used Zoom online
platform in order to ensure uninterrupted
education during wartime. The online platform
facilitated the interaction between students and
teachers remotely. The obtained results were
compared among different groups of pupils
through calculations of the Spearman’s rank
correlation coefficient.
The third stage of the research also provided for
identifying the skills they developed during the
learning process in Group 1 pupils. The
percentage ratio of pupils was presented using
the results provided by the teachers. Emphasis in
the study was placed on the skills of
independence, sociability, creative thinking,
memory, as gamification is primarily related to
them.
Sampling
The study involved 180 students, who were
divided into two groups. Group 1 (92 pupils)
studied with the use of the approaches developed
by the authors, Group 2 (88 pupils) – using the
traditional system. The criteria for the selection
of pupils was their study in the junior grades of a
school in Chernivtsi. The authors planned to
involve 250 pupils in the study, but 60 of them
were excluded. First-grade pupils were excluded
from the study, as their curriculum requires more
teacher supervision. The research programme
provided for the involvement of gamification in
the following educational fields: language and
literature (literary reading), natural science,
social and health care, mathematics, art).
Methods
The first stage of the research involved the use of
the questionnaire survey. The advantages of this
method are the possibility of its use not only
offline, but also online. The survey of primary
schoolers was ensured as a result of interaction
with parents, which excludes violations of ethical
norms (Committee on Publication Ethics, 2021).
The questionnaire form is presented in Table 1.
The second stage of the research involved the use
of a well-known method of analysis, which
included the analysis of game approaches and
existing computer programmes. The method of
analysis was applied to identify interactive
technologies that will contribute to the provision
of education using the gamification principles.
The implementation of approaches to learning
became possible due to the availability of the
classrooms, as well as access to the Internet and
online programmes. The following technologies
were used in learning: Zoom, Can’t Wait to
Learn, EdApp, Google Forms. Using well-
known methods, the authors came to the
conclusion that these programmes will ensure an
uninterrupted learning process. The presented
programmes will also motivate students to study.
Zoom provides uninterrupted distance
communication between students and the
teacher, as required. The programme Can’t Wait
to Learn ensures an uninterrupted learning
process in accordance with state requirements.
The application provides for the development of
educational materials, performance of game
tasks. EdApp programme helps to ensure the
study of the main material, which was presented
in a game format (Find the Word, Yes or No).
The EdApp programme also facilitated the study
of basic academic terms. The use of Google
Forms made it possible to verify knowledge with
the help of computer tests, as well as passing
different levels.
The second stage of research also provided for
the calculation of the significance ratio, which
was developed by the authors of the article
(Formula 1):
 󰇛󰇛󰇜󰇜
(1)
 – conditional score for the need to use the
gamification aspect in education (5 – the
maximum conditional score);
󰇛󰇜 – conditional assessment of the
effectiveness of the selected aspect of
gamification (5 – the maximum conditional
assessment)
– the total number of indicators.
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The calculation included experimental survey
data. The calculation was carried out using the
data received from pupils and teachers. The
gradation enabled identifying discrepancies
between the answers, which will contribute to
improving the educational process in further
research.
The third stage of the research involved
mathematical methods of analysis, which were
used to calculate the effectiveness of students’
knowledge. The effectiveness of knowledge was
tested among two groups of students, with further
comparison of the results.
The efficiency level was obtained as a result of
calculating the efficiency ratio according to the
formula 2 developed by the authors:

(2)
– average grades for the study period;
– average grades for doing homework;
– in-class activity coefficient (1 - maximum
value);
– maximum allowable total score.
If the calculation of the efficiency ratio was
within the limits of:
− from 1.7 to 2.0 – pupils had a high level of
performance;
− from 1.3 to 1.69 – pupils had an average
level of performance;
− below 1.29 - pupils had a low level of
performance.
The distribution of performance levels differed
from established school grades. A high level of
knowledge was obtained as a result of making 2
minor mistakes, as well as active participation in
group work. Pupils who made from 2 to 5
mistakes were assigned medium level of
knowledge. Pupils who made more than 4
mistakes, didn’t perform homework and didn’t
actively participated in classes had a low level of
knowledge.
The results of Group 1 and Group 2 pupils were
compared by calculating the Spearman’s rank
correlation coefficient (Luo & Yu, 2022)
(Formula 3).
󰇛󰇜, (3)
N – a quantitative indicator that shows the
number of points scored;
d — a ranked tabular value.
Values are correlated if the Spearman’s rank
correlation coefficient does not exceed 1.
Results
In order to understand the specifics of the
approach to the education of primary schoolers,
the proportion of teachers who previously used
gamification processes was identified. The data
are necessary because they indicate the creative
development and motivation of schoolchildren,
which differs from the traditional approach to
learning. The basic idea will contribute to the
further development of approaches to the
introduction of gamification into the learning
process. Data from teachers were obtained as a
result of a preliminary questionnaire survey
(Figure 1).
Figure 1. Peculiarities of teachers’ use of gamification in the educational process before the research.
0
10
20
30
40
50
60
Yes Partially No
19%
53%
28%
%
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The results of the survey showed that more than
half of the teachers who participated in the study
partially used gamification techniques in the
educational process. Features of the use were
related to the study of a separate topic or during
preparation for open lessons. For this purpose,
the teachers used computer programmes that
provided a game format for the answers. The
teachers who partially used gamification
approaches taught certain topics in a game
format. The process involved completing
assignments to advance to the next level. “No”
answers ranked second according to the results of
the questionnaire survey, because only
traditional approaches were used in learning.
Traditional approaches were based on the use of
teaching materials that did not provide for the
game format of acquiring knowledge. It was
established with the help of a questionnaire that
only a part of teachers regularly uses
gamification techniques in education, which
affects the level of pupils’ motivation.
Based on the result of the obtained survey data,
the authors came to the conclusion about the need
to apply a serious approach to the development
of gamification approaches in education. When
applying gamification approaches, not only the
level of teachers’ skills, the age of
schoolchildren, but also the possibility of using
them offline and online were taken into account.
This approach is necessary because learning
during wartime is blended and requires the most
coordinated system. Such a system will allow
conducting regular classes that do not depend on
individual conditions (Figure 2).
Figure 2. Approaches to the introduction of gamification into the educational process in the study of
educational branches of primary school
I. The authors came to the conclusion that a
group learning process should be introduced
for greater motivation of students and better
assimilation of knowledge. For this purpose,
schoolchildren were grouped by 4 people,
which provided for the fulfilment of the
assigned tasks. The learning process was
organized in such a way that teachers
explained the main topic of the lesson. Next,
the schoolchildren were given the
assignment of revealing the main aspects of
the presented material at their own
discretion. The mobile application Can’t
Wait to Learn was used to ensure the
gamification of learning, which made it
possible to follow the educational
programme approved at the state level. The
study of a separate paragraph in the textbook
involved its submission by schoolchildren in
the format that they chose (retelling, use of
their own illustrations, etc.). Then, among all
groups of pupils in the class, it was found out
which of them studied the material in detail
and was able to present it in an
understandable format. The process
included not only the determination of the
group that most accurately learned the
educational material, but also the receipt of
virtual awards. The group of pupils who
collected the most awards received an
incentive prize — a visit to the museum.
Aesthetic aspects were also taken into
account during studies, which provided for a
coherent educational process, as well as the
emotionality of schoolchildren’s
participation. The study of the main material
also took place as a result of the use of the
online application EdApp, which facilitates
the conduct of classes offline and online.
The authors used EdApp to develop
templates for learning, which enabled
teaching materials to be presented in a game
format. Quizzes and templates were
І. Ensure the study of the main material using a group approach
ІІ. Ensure the study of basic terminology in a game format
ІІІ. Ensure doing homework with the help of computer programmes
IV. Provide a knowledge test in the form of a game to enhance pupils'
motivation
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developed For this purpose, which provided
the games Find the Word, Yes or No.
II. The second approach, which was used in the
training, was to ensure the study of basic
terminology in a game format. For this
purpose, teachers should have used the
description of a separate term in accessible
words, which would allow making
associations. An associative series enables
students to use creative thinking, which
helps to memorize information. The groups
of pupils were expected to display the
description of the term with possible
adjustments. The pupils learned of
terminology during the game, where the
schoolchildren were in the tower. They way
out of the tower was possible as a result of
correct answers to the questions. Correct
answers to 5 questions gave the right to enter
a new level. Studying terminology in this
format enables pupils to learn the material,
as terms are the basis for understanding the
subject. The game format of studying
terminology was conducted in the classroom
with the help of questions posed by teachers,
as well as through using the EdApp
programme. Memorizing simple terms in the
future helps to learn more complex ones. In
the learning process, terms should be
understood, not memorized with 100%
accuracy according to teaching materials.
III. The approach in the education of primary
schoolers was to ensure the completion of
homework with the help of computer
programmes. EdApp was used to implement
the approach, which enabled teachers to
create a homework plan. The assignments
included studying the material and
performing step-by-step actions in a game
format. Answers to quiz questions enabled
pupils to focus on the subject and ensure its
gradual study. The homework was
completed when every subsequent level was
passed. The lack of knowledge at one of the
levels did not allow students to go to the next
one, which affected the percentage of
homework completion. Preparing
homework in a game format gave pupils the
opportunity to find ways to overcome
difficulties and acquire the necessary level
of knowledge. Using the EdApp programme
enables obtaining a grade for the homework
immediately after completing it. The
teachers checked the correctness of solving
individual examples and problems.
IV. A knowledge test in the form of a game helps
to make pupils less nervous than during
regular tests. The knowledge test included
short answers using developed computer
tests, as well as detailed answers to
questions. Test items were created using
Google Forms. The pupils who completed
the assignments most correctly were
awarded virtual prizes, the largest number of
which gave the right to visit the educational
exhibition at the end of the semester. A
ranking of the pupils of the class was also
created based on the results of the acquired
knowledge, which contributed to the
development of competition and pupils’
motivation. The pupils’ motivation was
ensured through the use of certificates,
which indicated a high level of acquired
knowledge.
After 4 months of learning with the use of
developed approaches, the teachers and pupils
identified the aspects of gamification that were
developed with the highest quality. Dynamism,
mechanicalness, aesthetics and social interaction
were identified among the gamification aspects.
Data from respondents were collected using a
questionnaire, which subsequently allowed for
the calculation of the significance ratio using
Formula 1. The results are presented in Table 2.
Table 2.
Identification of gamification aspects that were most clearly taken into account in the educational process
Gamification aspect
According to pupils
According to the teachers
Dynamism
1.75
2.5
Mechanicalness
2.45
1.8
Aesthetics
1.6
1.55
Social interaction
2.15
2.2
It was established based on the calculations that
the “mechanical” aspect was of the greatest
importance for the pupils. The results are related
to the fact that mechanicalness is interconnected
with the received awards, the use of specialized
programmes (Can’t Wait to Learn, EdApp,
Google Forms). Mechanicalness was of the
greatest importance, as it was aimed at
motivating students to achieve the highest
results. Teachers believe that mechanicalness
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should be ranked third, as the emphasis should be
on the acquisition of knowledge. According to
the teachers’ answers, dynamism was developed
most clearly, because it involved the
concentration of pupils’ focus on a separate task.
Social interaction is also important for learning,
as it promotes the development of pupils’
socialization, enables them not to be afraid to
express their opinion. Pupils ranked dynamism
third, as it requires a lot of concentration and
independence during learning. Both teachers and
students ranked aesthetics last, as it relates to
creating an overall learning experience and
emotional commitment. But it was first necessary
to learn approaches to using modern
programmes, which affected the overall
impression. Aesthetics during learning was only
partially taken into account, which requires its
further development.
The level of pupils’ knowledge was identified
during the research. For this purpose, the
knowledge of pupils who studied with the use of
gamification techniques (Group 1) was
compared. The results were also compared with
students who studied according to the traditional
education system (Group 2). During the
comparison, the level of acquired knowledge, the
ability to cooperate in a team, and pupils’ activity
in groups were taken into account. The efficiency
was calculated as a result of applying the
efficiency ratio calculations according to
Formula 2. The results are presented in Table 3.
Table 3.
Efficiency of acquired knowledge of primary schoolers
Efficiency
of the class
Group 1
Group 2
Spearman’s
rank
correlation
coefficient
Calculation of the
efficiency ratio
Percentage
ratio of pupils
Calculation of the
efficiency ratio
Percentage
ratio of
pupils
Grade 2
High
1.78
68%
1.73
41%
0.834
Medium
1.32
32%
1.30
48%
0.718
Low
-
-
0.92
7%
-
Grade 3
High
1.80
72%
1.72
29%
1.261
Medium
1.40
26%
1.36
59%
1.037
Low
0.91
2%
0.90
12%
0.983
Grade 4
High
1.75
52%
1.73
38%
0.693
Medium
1.38
47%
1.28
54%
0.367
Low
0.93
1%
0.92
8%
0.951
Comparison the performance of the pupils of
both groups found that the pupils of Group 1
showed higher results. Their effectiveness is
related to the use of gamification techniques,
which enhance pupils’ motivation. Pupils of
Group 1 in Grade 3 obtained the highest results,
because they completed the assignments
responsibly. The high efficiency of pupils of
Group 1 is associated with the development of
independence, receiving constant feedback from
the teacher. The learning process was aimed at
developing confidence, sociability, and non-
standard thinking. Pupils of Group 2, who
studied according to the traditional system, had a
lower knowledge efficiency. This is explained by
the fact that learning required concentration
when learning the subject. Repetition of the
material was possible only as a result of using
textbooks. The pupils of Group 1 could
reproduce the lesson at a convenient time as a
result of using the materials of Can’t Wait to
Learn and EdApp. They also had the opportunity
to complete assignments and check the level of
knowledge they had acquired. The pupils of
Group 2 also had low efficiency indicators,
which is explained by the lack of regular
feedback. A comparison of the obtained results
showed that the indicators of third-graders had
the largest values that do not correlate.
The final stage of the research provided for
identifying the skills that the pupils of Group 1
developed during training. The results are
presented in percentages in Figure 3.
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Figure 3. Skills acquired by pupils of Group 1, who studied with the use of gamification
The distribution of acquired skills by
schoolchildren during their studies showed that
the most pupils developed memory. The process
is connected with regular memorization of the
material, completion of assignments to
consolidate it, discussion between pupils and
teachers. Sociability ranks second in terms of
acquired skills, which was developed as a result
of grouping pupils by 4 people. This approach
enabled all schoolchildren to continue education.
This was reflected in defending one’s opinion,
showing initiative and lack of fear in presenting
information in front of the class and the teacher.
Pupils’ creative thinking ranked third, which is
connected with the use of computer programmes
for studying terms and analysing material.
Independence was developed among a smaller
number of students, since elementary schoolers
need correction of their actions by teachers.
Discussion
Digital technologies contribute to the
implementation of the gamification process in
education, thereby contributing to the creation or
use of existing computer games for education.
Game dynamics help encourage students to learn
new material, as it is built on mystery that can be
revealed after solving tasks. The mystery lies in
the form of presentation of the material,
obtaining the final result, which affects the
overall ranking, the final reward format (Elmira
et al., 2022b). The use of the gamification
process in education with the help of board
games promotes the study of the English
language. Learning efficiency is achieved as a
result of reducing students’ anxiety. A double
hierarchical structure of the board game was
developed in order to ensure an uninterrupted
learning process, which involved game learning
and the use of board cards. Board cards reflected
the main material and promoted the visual
perception of new words with the help of images.
Group discussion and joint reading made it
possible to use the learned words, which
contributed to the effectiveness of their
memorization. This approach made it possible to
understand the read material and develop
memory (Li et al., 2022). A personalized learning
process can be achieved as a result of using the
Smart-Learning Partner (SLP) platform, which
includes the basics of artificial intelligence. The
availability of various assessment tools, high-
quality lectures, and video materials contributes
to the improvement of learning. Social
interaction between students as a result of using
the Smart-Learning Partner platform enables
expanding knowledge in the process of exchange
between students (Niu et al., 2022). In
comparison with the presented works, several
information technologies were used in this study
to support the educational process. The
technologies used (Can’t Wait to Learn, EdApp,
Google Forms) promote gamification in
education among primary schoolers.
The use of the WCRAS virtual system in the
educational process improves the reading quality
of primary schoolers. WCRAS programme made
it possible to carry out a more detailed analysis
of the text and note down the information. The
results show that the reading competence of
students increases as a result of improving the
text comprehension system (Tsai et al., 2020).
The use of gamification methods can also
promote not only the acquisition of a high-level
knowledge, but also provide a positive emotional
state. Emotions are important for providing
intellectual activity, which can be associated with
stress, frustration. The game format reduces
negative factors in the educational process, as it
contributes to a lower workload, promotes visual
0
5
10
15
20
25
30
Independence Sociability Creative thinking Memory
22%
26% 24%
28%
%
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perception of information in an understandable
way (Zatarain Cabada et al., 2020). Information
technologies in combination with gamification
affect the transformation and popularization of
education. Completion of practical assignments
promotes the development of creativity and
thinking as a result of conducting a parallel
between the educational process and the game
format. Gamification is interconnected with
feedback, which makes it possible to progress
through game levels until the minimum number
of mistakes is made. The games developed for
learning are built on a comprehensive approach,
which facilitates the learning of the necessary
material in a simpler format (Wei & Yang, 2023).
The relationship between personalized
gamification learning approach, gained
experience and student motivation was not
found. The results of the study showed that only
regular classes help to achieve a high level of
knowledge (Oliveira et al., 2022). This study
established not only the effectiveness of the
information technologies used, but also the
importance of gamification aspects.
The effectiveness of learning can be increased as
a result of conducting open online lessons and
using the gamification principles. The
effectiveness of learning is related to the
possibility of obtaining knowledge as a result of
access to educational materials. The use of an
educational game contributes to the
familiarization of schoolchildren with new
material and its consolidation as a result of
orientation to graphic materials (Panyajamorn et
al., 2022).
The analysis of literature showed that the
majority of studies are aimed at applying the
gamification principles in distance education. It
was established that gamification affects the
improvement of the emotional state of students,
which affects the level of acquired knowledge. In
this study, approaches to ensuring the
educational process using gamification of
primary schoolers under martial law were
developed. The gamification aspects (dynamic,
mechanical, aesthetic, social interaction) that
have the greatest impact on students and teachers
have also been identified. The quality of the
acquired knowledge in the work was measured
using the efficiency ratio. The obtained results
correspond to the hypothesis of the study and
correspond to the aim of the study, as the work
presented mechanisms for organizing the
education of primary schoolers. The approaches
can be adapted in the course of the learning
process.
Conclusions
The relevance of the research was confirmed as a
result of achievement of the aim, as the work
presented approaches to providing education to
primary schoolers using the gamification
principles and revealed their effectiveness.
Gamification processes contribute to the
motivation of schoolchildren to study subjects
and are aimed at the development of their
socialization thanks to the ability to express their
own opinion. Emphasis on gamification
contributes to the assimilation of educational
materials in a more understandable format.
The authors of this study established that 28% of
teachers have not previously used gamification
techniques in education, 53% have used them
partially. The obtained data made it possible to
assess the level of preparation of teachers for the
transformation of the educational process using
gamification techniques. As a result, the authors
developed the following approaches to the
transformation of primary schoolers’ learning:
− emphasis on studying the main material;
− study of basic terminology in game format;
− doing homework using computer
programmes;
− providing a knowledge test in the form of a
game to motivate students.
The implementation of the educational process
became possible as a result of the use of online
programmes such as EdApp, Can’t Wait to
Learn, creation of tests using Google Forms.
Pupils were divided into groups of 4 people for
the convenience of conducting lessons.
The research established that mechanics (2.45)
and social interaction (2.15) are of greatest
importance for pupils in the learning process.
The reason it that these gamification aspects
contribute to receiving incentives and are
directed to work in a team. Teachers believe that
the most important aspects are dynamism (2.5)
and social interaction (2.2). This is explained by
the fact that pupils develop thinking,
independence and sociability during their
studies.
A comparison of two groups of pupils revealed
that students of Group 1 (gamification was used
during learning) showed greater performance.
The largest number of high results were obtained
by third-graders (72%), which is related to the
responsibility of completion and accuracy of
assignments. The highest results in Group 2,
which studied according to the traditional
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system, were obtained by second-graders. It was
found that 28% of schoolchildren, developed
memory, 26% developed communication skills,
24% developed creative thinking, and 22%
developed independence.
The practical significance of the work is the
possibility of transformation of the educational
process as a result of the introduction of
gamification for learning material and
terminology, testing knowledge. The obtained
research results can be used in offline and online
education, as well as when conducting optional
classes. Prospects for future research may be
related to the use of various digital gamification
technologies in education, and comparison of
their effectiveness among schoolchildren.
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