Gamification in developing readiness for self-fulfillment in students of Higher Educational Institutions
The article aims to study the peculiarities of the issue of gamification when developing readiness for self-fulfillment in students of higher educational institution in the course of education. The research involved testing, factor analysis, and statistical data processing. The following research me...
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| Publicado en: | Apuntes Universitarios |
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| Formato: | Artículo de revista |
| Lenguaje: | inglés |
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Universidad Peruana Unión
2023
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| _version_ | 1881695049379479552 |
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| author | Tsurkan, Liudmyla Dubinka, Mykola Savchenko, Nataliia Slipchyshyn, Lidiia Kalenyk, Mykhailo |
| author_browse | Dubinka, Mykola Kalenyk, Mykhailo Savchenko, Nataliia Slipchyshyn, Lidiia Tsurkan, Liudmyla |
| author_facet | Tsurkan, Liudmyla Dubinka, Mykola Savchenko, Nataliia Slipchyshyn, Lidiia Kalenyk, Mykhailo |
| author_sort | Tsurkan, Liudmyla |
| collection | Revistas |
| container_title | Apuntes Universitarios |
| description | The article aims to study the peculiarities of the issue of gamification when developing readiness for self-fulfillment in students of higher educational institution in the course of education. The research involved testing, factor analysis, and statistical data processing. The following research methods were used: the Ryff Scales of Psychological Well-Being; the Personal Orientation Inventory. Reliability of tools and methods was determined using Cronbach’s α. Statistical data were processed using Spearman’s correlation coefficient and Fisher’s test. The following results were obtained during the research. The Self-acceptance Scale has the lowest arithmetic mean, also within the lower manifestation limit. There are no high indicators on this scale. The largest share of the sample — 61.25% — has a medium self-acceptance level, of which 32.5% are students of the experimental group (EG) and 28.75% —students of the control group (CG). A low level of self-acceptance is characteristic of 21.25% of students in the control group and 17.5% in the experimental group. Based on the obtained data, it is possible to unequivocally assert the effectiveness of gamification in developing students’ readiness for self-fulfillment. |
| format | Online |
| id | oai:ojs2.apuntesuniversitarios.upeu.edu.pe:article/1525 |
| institution | UPeU |
| issn | 2304-0335 2225-7136 |
| language | English |
| publishDate | 2023 |
| publishDateRange | 2023 |
| publishDateSort | 2023 |
| publisher | Universidad Peruana Unión |
| publisherStr | Universidad Peruana Unión |
| record_format | ojs |
| revista_str_mv | Apuntes Universitarios |
| spelling | oai:ojs2.apuntesuniversitarios.upeu.edu.pe:article/15252023-07-04T22:12:38Z Gamification in developing readiness for self-fulfillment in students of Higher Educational Institutions Gamificación en el desarrollo de condiciones para la autorrealización de los estudiantes de instituciones de educación superior Tsurkan, Liudmyla Dubinka, Mykola Savchenko, Nataliia Slipchyshyn, Lidiia Kalenyk, Mykhailo Innovate education Educational technologies Effective methodology Higher education Psychological well-being Educación innovadora Tecnologías de educación Metodología eficaz Educación superior Bienestar psicológico The article aims to study the peculiarities of the issue of gamification when developing readiness for self-fulfillment in students of higher educational institution in the course of education. The research involved testing, factor analysis, and statistical data processing. The following research methods were used: the Ryff Scales of Psychological Well-Being; the Personal Orientation Inventory. Reliability of tools and methods was determined using Cronbach’s α. Statistical data were processed using Spearman’s correlation coefficient and Fisher’s test. The following results were obtained during the research. The Self-acceptance Scale has the lowest arithmetic mean, also within the lower manifestation limit. There are no high indicators on this scale. The largest share of the sample — 61.25% — has a medium self-acceptance level, of which 32.5% are students of the experimental group (EG) and 28.75% —students of the control group (CG). A low level of self-acceptance is characteristic of 21.25% of students in the control group and 17.5% in the experimental group. Based on the obtained data, it is possible to unequivocally assert the effectiveness of gamification in developing students’ readiness for self-fulfillment. El artículo tuvo como objetivo estudiar las peculiaridades sobre la gamificación a través del desarrollo de condiciones para la autorrealización de los estudiantes de instituciones de educación superior en el curso de la educación. La investigación involucró pruebas, análisis de factores y procesamiento de datos estadísticos. Se utilizaron los siguientes métodos de investigación: la Escala de Bienestar Psicológico de Ryff, y el Inventario de Orientación Personal. La confiabilidad de las herramientas y los métodos se determinó empleando el α de Cronbach. Los datos estadísticos se procesaron mediante el coeficiente de correlación de Spearman y la prueba de Fisher. Durante la investigación se obtuvieron los siguientes resultados. La Escala de Autoaceptación tiene la media aritmética más baja, además está dentro del límite inferior de manifestación. No hay indicadores altos en esta escala. La mayor parte de la muestra, el 61,25%, tiene un nivel de autoaceptación medio, de los cuales el 32,5% son estudiantes del grupo experimental (GE) y el 28,75%, estudiantes del grupo de control (GC). El 21,25% de los estudiantes del grupo control y el 17,5% del grupo experimental presentan un bajo nivel de autoaceptación característico. Con base en los datos obtenidos, es posible afirmar inequívocamente la efectividad de la gamificación en el desarrollo de condiciones para la autorrealización de los estudiantes. Universidad Peruana Unión 2023-07-03 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://apuntesuniversitarios.upeu.edu.pe/index.php/revapuntes/article/view/1525 10.17162/au.v13i3.1525 Apuntes Universitarios; Vol. 13 Núm. 3 (2023): Revista de Investigación Apuntes Universitarios ; 80 - 91 2304-0335 2225-7136 10.17162/au.v13i3 eng https://apuntesuniversitarios.upeu.edu.pe/index.php/revapuntes/article/view/1525/1012 Derechos de autor 2023 Liudmyla Tsurkan, Mykola Dubinka, Nataliia Savchenko, Lidiia Slipchyshyn, Mykhailo Kalenyk https://creativecommons.org/licenses/by/4.0 |
| spellingShingle | Innovate education Educational technologies Effective methodology Higher education Psychological well-being Educación innovadora Tecnologías de educación Metodología eficaz Educación superior Bienestar psicológico Tsurkan, Liudmyla Dubinka, Mykola Savchenko, Nataliia Slipchyshyn, Lidiia Kalenyk, Mykhailo Gamification in developing readiness for self-fulfillment in students of Higher Educational Institutions |
| title | Gamification in developing readiness for self-fulfillment in students of Higher Educational Institutions |
| title_alt | Gamificación en el desarrollo de condiciones para la autorrealización de los estudiantes de instituciones de educación superior |
| title_full | Gamification in developing readiness for self-fulfillment in students of Higher Educational Institutions |
| title_fullStr | Gamification in developing readiness for self-fulfillment in students of Higher Educational Institutions |
| title_full_unstemmed | Gamification in developing readiness for self-fulfillment in students of Higher Educational Institutions |
| title_short | Gamification in developing readiness for self-fulfillment in students of Higher Educational Institutions |
| title_sort | gamification in developing readiness for self fulfillment in students of higher educational institutions |
| topic | Innovate education Educational technologies Effective methodology Higher education Psychological well-being Educación innovadora Tecnologías de educación Metodología eficaz Educación superior Bienestar psicológico |
| topic_facet | Innovate education Educational technologies Effective methodology Higher education Psychological well-being Educación innovadora Tecnologías de educación Metodología eficaz Educación superior Bienestar psicológico |
| url | https://apuntesuniversitarios.upeu.edu.pe/index.php/revapuntes/article/view/1525 |
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