Defense of the dissertation of Tokzhigitova Ainur for the degree of Doctor of Philosophy (PhD) in the educational program «8D01511 - Computer Science»
L.N. Gumilyov Eurasian National University, a dissertation defense for the degree of Doctor of Philosophy (PhD) by Tokzhigitova Ainur on the topic Methodological bases of the gamification technology application for training students majoring in IT to the educational program «8D01511 – Computer Science».
The dissertation was carried out at the Department of «Computer Science» of L.N. Gumilyov Eurasian National University.
The language of defense is kazakh
Official reviewers:
Issabayeva Darazha Nagashybaevna – Candidate of Pedagogical Sciences, Associate Professor, Almaty Management University, Director of the Online Education Department (Almaty, Kazakhstan);
Khamzina Botagoz Yerkenovna – Doctor of Pedagogical Sciences, Saken Seifullin Kazakh AgroTechnical Research University, Associate Professor of the Department of Physics and Chemistry (Astana, Kazakhstan).
Temporary members of the Dissertation Council:
Shadiev Rustam Narzikulovich – Doctor of Philosophy (PhD), Professor at the Pedagogical College, Zhejiang University, (Hangzhou, China);
Baiganova Altynzer Mynturganovna – Candidate of Pedagogical Sciences, K. Zhubanov Aktobe Regional University, Associate Professor of the Department of Informatics and Information Technologies (Aktobe, Kazakhstan);
Tazhigulova Almira Izbasarovna – Doctor of Pedagogical Sciences, Associate Professor, Academician of the Kazakhstan National Academy of Natural Sciences, Director of LLP «Scientific Center of Informatization» (Almaty, Kazakhstan).
Scientific consultants:
Yermaganbetova Madina Askarovna – Candidate of Pedagogical Sciences, L. N. Gumilyov Eurasian National University, Acting Associate Professor of the Department of Computer Science (Astana, Kazakhstan);
Lili Nurliyana Abdullah – Doctor of Philosophy (PhD), Associate Professor of the Department of Multimedia, Universiti Putra (Selangor, Malaysia).
The defense will take place on December 19, 2024, at 02:00 PM in the Dissertation Council for the training direction «8D015 – Teacher training in natural science subjects» in the educational program «8D01511 – Computer Science» of L.N. Gumilyov Eurasian National University. The defense meeting is planned to be held offline and online.
Link: http://surl.li/egkfmk
Address: Astana, K. Satpayev str. 2, №302.
Abstract (English):Relevance of the Research. In a world where integration of social and educational processes, as well as access to information, is expanding, there is a need for competitive specialists. This is confirmed by the Presidential Decree of October 12, 2021, which approved national projects for 2021-2025, including the national project «Educated Nation, Quality Education». The goal of the project is to improve the education system, especially higher education, to prepare qualified specialists capable of competing in the labor market. Social, economic, and political changes over recent decades require a re-evaluation of the goals of training future specialists. The modernization and reform of the higher education system emphasizes professional competencies as a key indicator of young specialists' training quality. This implies that higher educational institutions should aim to prepare highly qualified specialists with a broad foundational education, capable of solving professional tasks independently and creatively. It is important that graduates are able to quickly adapt to changing labor market demands and demonstrate initiative in their professional activities. Thus, the task of higher educational institutions within the framework of the national project «Educated Nation, Quality Education» is to ensure high-quality training of specialists who meet the current labor market requirements and are able to compete successfully both nationally and internationally. Faculty members of the Higher School of Education at Nazarbayev University have identified a growing interest in exploring the possibilities of using game-based technologies in the educational process. This aspect is especially important in terms of the content of educational programs for IT students in universities. Modern students possess educational experience and developed skills that allow them to use gaming tools in more complex and advanced formats. For example, they can participate in game creation, choose roles for task performance, transfer acquired skills to specific professional fields, work in groups, and engage with other areas that foster their active participation and self-development. However, it is essential to consider students' knowledge level to adapt gaming approaches to their specific needs and interests. Many students may be interested in complex game scenarios that align with their professional goals and fields of study. Thus, research on the effectiveness of applying gamification technologies in the educational process for university students is a significant area that promotes more effective and engaging learning in modern higher education. The development and implementation of a methodological system for teaching informatics in universities in Kazakhstan have been highlighted in the works of Bidaybekov E.Y., Balykbaev T.O., Karaev Zh.A., Karim S., Sharipbay A.A., and Kurmanalina Sh.K., while the issues of preparing future specialists in the context of educational informatization are reflected in the research of Serik M., Sagimbayeva A.E., Kerimbayev N.N., Kariyeva G.U., Ospanova N.N., Khamzina B.E., Bostanov B.G., Issabaeva D.N., and Baiganova A.M. These studies have helped to develop and implement a system of teaching methods for informatics that meets the modern requirements and specifics of the educational process in Kazakhstan. The results of these scholars' research have laid the foundation for forming effective methodological approaches to teaching informatics in universities across the country. The informatization of education and society as a whole allows for the development of students' intellectual and creative abilities and the implementation of comprehensive information and methodological support for the learning process. The methodological foundations for organizing the learning process using distance learning technologies were explored by Zulpykhar Zh.E., Shyndaliev N.T., interdisciplinary connections were studied by Mubarakov A.M., Kopeyev Zh. and the issues of implementing educational resources and innovative technologies are covered in the works of Yermaganbetova M.A., Karelkhan N. and Sadvakasova A.K. The use of a game-based environment in learning significantly enhances the quality and effectiveness of the educational process by stimulating students' motivation and demonstrating the practical application of learning materials in various fields. The interdisciplinary component of the game environment promotes the synchronization of knowledge from different subjects and helps develop skills in working with various tools. The prestige and demand for specialists educated in the IT field in the labor market are undeniable. For students in this field, it is important to have a propensity for exact sciences, persistence in learning programming languages, and a commitment to continuous improvement. Gamification technologies based on creating a game-based environment for learning programming enable students to interact not only with game objects but also with other participants, enriching the learning process and allowing a deeper study of the learning material. Many researchers have studied the issues of theory and methodology of teaching programming, including Monakhov V.M., Lapchik M.P., Ershov A.P., as well as Kazakhstani scholars Nurbekova Zh.K. and Mukasheva M.U. Issues of improving the professional training of students based on programming have been examined in the works of Jarassova G.S. and Tokzhigitova N.K. Foreign researchers such as Carol Redfield, Balraj Kumar, Parul Khurana, Nejood Eltegani, and Laurie Butgereit use game mechanics to teach, motivate, and engage students in learning the basics of programming. This approach provides valuable support for students by helping them develop interest, motivation, cooperation, enthusiasm, and efficiency in learning. Mukhametjanova A.O. and Skakova K.N. consider gaming technology as a tool for developing cognitive activity in the educational process, while Varenina L.P., Huotari K., Hamari J., Koivisto J., and Sarsa H. compare the features of applying gaming technologies in education. The concept of «gamification» is viewed by Tatarinov K.A. as a process that allows revealing a person's creative abilities and motivating them to achieve success. Bakhmetyeva I.A. and Yaylaeva R.N. emphasize the need to use electronic educational resources to create a game-based educational environment in the pedagogical process. Soboleva E.V., Karavaev N.L., Perevozchikova M.S., Sailer M. and Homner L. describe the didactic features of professional training of teachers based on the analysis and generalization of methodological and scientific research, as well as the experimental assessment of the use of gaming technologies in teaching. The studies of Oleynik Yu.P., Orlova O.V., Titova V.N., Caponetto I., Earp J. and Ott M. conclude that the introduction of computer games into the learning process not only enriches the motivational phase but also increases interest in the task and the likelihood of achieving the goal. However, there is still insufficient research on the application of gamification technologies in specific subjects and content of educational programs designed for the field of information and communication technologies. Nevertheless, the use of gamification technologies and other game environments in learning generally enhances its effectiveness, especially in learning programming. If the university develops a methodology for using gamification technology in the educational process of IT students, the interest and motivation of IT students increase, then teaching programming to IT students is effective: - if the essence and components of the readiness of IT students to apply gamification technology in the process of learning programming are determined. - a model of IT students' readiness to apply gamification technology in the process of learning programming and methods of its implementation has been developed. - educational manuals and educational resources have been developed and implemented to implement the readiness of IT students to use gamification technology in the process of learning programming. Considering the above, on the one hand, it can be said that there is a contradiction between the need to use information technology in education to improve the effectiveness of student learning and insufficient study of teaching methods and approaches to using gamification technology to create a gaming environment in teaching programming at the higher education level. The relevance of the chosen research topic is confirmed by the need to resolve the identified contradiction, which indicates the importance of the study. The purpose of the study: to develop methodological foundations for the use of gamification technology in the process of teaching programming to students of the IT field. Research objectives: - analysis of foreign and domestic scientific research on the topic of the dissertation; - definition of principles and approaches to the development of an educational resource based on gamification technology; - creation of a model of methodological foundations for the application of gamification technology for IT students; - development of educational and methodological support for a programming language based on gamification technology for IT students; - determination of the methodology for the application of gamification technology in the educational process of a higher educational institution; - conducting experimental work on the application of gamification technology in the process of teaching programming to IT students. The object of the study: the educational process of preparing IT students at the university. The subject of the research is the methodology of using gamification technology in the educational process at the university. Research hypothesis: if a methodology is developed for the application of gamification technology in the educational process of students of the IT direction of a higher educational institution, knowledge will increase, new skills and abilities will be formed, motivation and involvement of students of the IT direction will increase, since gamification technology is a method reflecting the high quality of teaching students of the IT direction in programming. Leading Idea of the Research: Educational and methodological support, created based on gamification technology, such as educational resources and methodological recommendations, can be used by university instructors as supplementary instructional materials in Python programming courses, as well as for enhancing students' knowledge in IT and natural sciences, developing new skills, and increasing interest and motivation. Methodological and Theoretical Foundations of the Research: • Challenges in applying gamification technologies in the learning process (L. P. Varenina, K. Huotri, J. Hamari, J. Koivisto, H. Sarsa and others); • Theoretical and methodological foundations for implementing gamification in educational settings (F. A. Belkin, Yu. P. Oleinik, M. Sailer, L. Homner, I. Caponetto, J. Earp, M. Ott); • Key concepts for the importance of gamification in the learning process, enhancing motivation and engagement of students (K. Werbach, D. Hunter, S. Deterding, D. Dixon, R. Khaled, L. Nacke, J. Majuri and others); • Methodological basis for using game-based environments in teaching programming (S. Stieglitz, C. Lattemann, S. Robra-Bissantz, R. Zarnekow, T. Brockmann and others); • Scientific and practical studies on the specifics of using game-based environments in organizing programming instruction (C.G. Villegas, P. Mozelius, J. Collin, B. Marín, J. Frez, J. Cruz-Lemus, M. Genero); • Psychological and pedagogical aspects and features of using game-based activities in the educational process (S. A. Medetbaeva, N.K. Akhmetov, B. D. Sydykov, G. T. Sman, M. G. Smolaev, B.Y. Huang, D. Soman, S. Hallifax, A. Serna, J.C. Marty, É. Lavoué). Sources of Research: Regulatory and legal acts, the Law of the Republic of Kazakhstan On Education, state compulsory education standards at all education levels, the state compulsory standard for higher education, domestic and international scholarly works on pedagogy, information and communication technologies, and gamification in education. Research Methods: General scientific methods - analysis, synthesis, generalization; pedagogical methods - systematic analysis of scientific and methodological literature and information resources on the research problem; pedagogical observation, questionnaires; pedagogical experiment; statistical methods for processing observation and experimental results. Scientific Novelty of the Research: 1. Principles and approaches for developing an educational resource based on gamification technology have been determined. 2. A model for applying gamification technology in the process of educating IT students has been created. 3. Educational and methodological support has been developed and implemented, providing a foundation for enhancing students' knowledge, developing new skills and abilities, increasing interest and motivation. 4. A methodology for applying gamification technology in the educational process of a higher educational institution has been developed. 5. The effectiveness of using gamification technology in teaching programming to IT students has been proven through a pedagogical-experimental study. Practical Significance of the Research: 1. A mobile application «Quest Game on Python Programming Language» has been developed in the quest-strategy genre based on gamification technology (registered in the state registry of copyright-protected objects, certificate No. 41452, software for EVM). 2. An interactive application for improving programming skills by solving interesting problems in Python, based on game mechanics, has been developed (registered in the state registry of copyright-protected objects, certificate No. 48822, software for EVM). 3. For assessing the learning process in programming, the mobile application «Level-based Tasks: PythonGo» has been developed (registered in the state registry of copyright-protected objects, certificate No. 41584, software for EVM). 4. A training manual for IT-specialty students at universities «Gamification (Programming in Python)» has been developed and published (Pavlodar: Toraighyrov University, 2023. – 73 pages, ISBN 978-601-345-490-0). Reliability and Validity of the Research Results: Motivation, interest, and student engagement in the educational process with the application of gamification technology are ensured by the effective use of gamification elements, as well as scientific-theoretical and practical validation, positive results from experimental work, and implementation of research findings in the educational process. The Following Provisions are Submitted for Defense: 1. Principles and approaches for developing an educational resource based on gamification technology. 2. A model, including a methodology for applying gamification technology in the process of educating IT students in a programming course: 2.1 Purpose of applying gamification technology in education, with consideration of regulatory acts and requirements; 2.2 Content-methodological structure for implementing methods and stages, principles of applying gamification technology in the educational process; 2.3 Methods and results for increasing the effectiveness of IT students’ education using gamification technology. 3. Mobile applications for students incorporating gamification elements (quest, game mechanics, ratings) based on gamification technology. 4. Methodology for applying gamification technology in the educational process of a higher educational institution. 5. Results of an experimental study on the methodological foundations for applying gamification technology for IT students. Discussion and Implementation of Research Results: 1. Determining the Activity of Students Through the Elements of Gamification // International Journal of Engineering Pedagogy (iJEP). – 2023. – No.13(7). - P. 65-78. 2. Analysis of Gamified Software Tools and Platforms // Bulletin of Karaganda University. Series: Pedagogy. – 2021. – No.2(102). - P. 98-104. 3. The Role of Gamification in Education for IT Students // Bulletin of Abai Kazakh National Pedagogical University. National Academy of Sciences of the Republic of Kazakhstan. – 2022. – No.4(398). - P. 187-200. 4. Assessing Student Involvement Through the Use of Gamification Elements // Bulletin of L.N. Gumilyov Eurasian National University. Series: Pedagogy, Psychology, Sociology. – 2023. – No.3(144). 5. Formation of a Dynamic Model of IT Majors Using Gamification // Education Quality Assurance, Scientific Journal, Pedagogical Sciences. – 2023. – No.4(33). - P. 77-86. 6. Improving the Effectiveness of the Educational Process through Gamification. "Current Issues in the Development of Modern Education": Materials of the International Scientific and Practical Conference «Sultangazin Readings-2023», Kostanay: Kostanay Regional University named after A. Baitursynov, 2023, P. 258-261. 7. Gamification (Programming in Python): Educational Manual. - Pavlodar: Toraighyrov University, 2023. – 73 pages. 8. «Quest Game on Python Programming Language». Certificate No. 41452, software for EVM. 9. «Level-based Tasks: PythonGo». Certificate No. 41584, software for EVM. 10. «Python Game Medium: Interactive Application». Certificate No. 48822, software for EVM. The research was conducted at Torayghyrov University in Pavlodar as part of the educational programs 6B06104-Computer Science, 6B06102-Information Systems, 6B06191-Blockchain Engineering and 6B06103-Computer Engineering and Software in the disciplines of «Algorithms and Data Structures», «Python Programming», and «Programming Technology». Based on the results of scientific research, practical-experimental work was introduced into the educational process. As a control group for the pedagogical experiment, 1st and 2nd-year students of the educational programs 6B01530-Informatics, 6B01532-Informatics-Physics, and 6B01533-Informatics-Mathematics from Pavlodar Pedagogical University named after Alkey Margulan participated in the disciplines of «Programming Technologies» and «Object-Oriented Programming», and a report was obtained. Structure of the Dissertation The dissertation consists of an introduction, three chapters, a conclusion, a list of references, and appendices. The introduction outlines the relevance of the research, trends, and scientific-theoretical foundations within the scope of the topic. The research goal, objectives, object, subject, and scientific hypothesis are presented. Additionally, the main leading ideas, methodological and theoretical foundations, sources, and methods of the study are described. The scientific novelty, theoretical and practical significance, and the positions put forward for defense are indicated. In the chapter «Theoretical Foundations for Applying Gamification Technology», issues of the effectiveness of using gamification technology in the educational process are examined, a theoretical analysis of key concepts is carried out, the essence of game-based learning methods with gamification elements is defined, and the psychological-pedagogical aspects of using gamification in innovative teaching methods and educational resources are justified. An analysis of modern pedagogical trends is conducted, and their integration with the game-based learning system ensures readiness for using gamification technology in the learning process of IT students. The second chapter, «Methods of Applying Gamification Technology for IT Students», presents a model of readiness to apply gamification technology in the learning process of IT students; the pedagogical conditions for implementing game-based educational technology using gamification in the educational process are identified; educational resources and teaching aids based on gamification principles and elements were developed and introduced. In the third chapter, «Organization and Conduct of Practical-Experimental Work on the Use of Gamification Technology in the Process of Teaching Programming to IT Students»,the algorithm for organizing the pedagogical experiment, its stages, and the results of empirical research on the issue under study are presented. The results of the formative experiment and the analysis of the statistical processing of the obtained data are provided. In the conclusion, the results of the study are summarized, and the research hypothesis is confirmed. The appendix includes acts on the implementation of research results in the educational process and certificates on the inclusion of information in the state register of objects protected by copyright.
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