Gamification in developing readiness for self-fulfillment in students of higher educational institutions
Keywords:innovative education, educational technologies, effective methodology, higher education, psychological well-being
The aim of the article is to study the peculiarities of the issue of gamification when developing readiness for self-fulfillment in students of higher educational institutions (HEIs) in the course of education. Methods. The research involved testing, factor analysis, and statistical data processing. The following research methods were used: the Ryff Scales of Psychological Well-Being (RPWB); the Personal Orientation Inventory (POI). Reliability of tools and methods was determined using Cronbach’s α. Statistical data were processed using Spearman’s correlation coefficient and Fisher’s test. Results. The following results were obtained during the research. The Self-acceptance Scale has the lowest arithmetic mean, which is 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% are 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% of students in the experimental group. Conclusions. Based on the obtained data, it is possible to unequivocally assert the effectiveness of gamification in developing students’ readiness for self-fulfillment. Prospects. It is necessary to continue the search for effective means of developing readiness for self-fulfillment in order to take into account the individual characteristics of each student. Other studies may focus on verifying the existing methods of working with readiness for self-fulfillment and proposing more effective ones.