Gamifi cation of Training on the Example of a Video Game Being Developed to Study the Multiplication Table “Multiply with the fox”

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Abstract

The article summarizes the results of the fi nal qualifi cation work related to teaching children of primary school age the multiplication table in the form of a video game, this approach is called gamifi cation. The difference between the teaching gamifi cation approach and traditional, modern, and gaming methods for studying the multiplication table is explained, and a description of the methods is given. A brief overview of the features of the video game “Multiply with a fox”. The results of an oral survey to test the knowledge of the multiplication table and test the developed video games for children of preschool and primary school age are presented. It is concluded that this application is not suitable for all students and is aimed at a specifi c audience – these are mainly people with good visual perception, already using smartphones for games and other purposes, children who are shy, or with attention defi cit disorder and hyperreactivity , or with distracted attention, not allowing for a long time to engage in one type of activity without the proper incentive. During testing, it was revealed that people who read slowly, have poor knowledge of numbers, or have vision problems cannot use the training application.

General Information

Keywords: multiplication table, gamifi cation, application, video game, multiplication, game, learning multiplication table, technique, approach, child

Journal rubric: Method of Teaching

Article type: scientific article

DOI: https://doi.org/10.17759/mda.2020100113

Acknowledgements. The author are grateful for his help in maintaining the working atmosphere Lukin V.N., the project supervisor.

For citation: Zharkova O.G. Gamifi cation of Training on the Example of a Video Game Being Developed to Study the Multiplication Table “Multiply with the fox”. Modelirovanie i analiz dannikh = Modelling and Data Analysis, 2020. Vol. 10, no. 1, pp. 189–197. DOI: 10.17759/mda.2020100113. (In Russ., аbstr. in Engl.)

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Information About the Authors

Olga G. Zharkova, Student, Moscow State University of Psychology and Education, Moscow, Russia, e-mail: olga.milk.13@yandex.ru

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