The potential of gaming technologies to achieve personal learning outcomes 5th—6th grade students studying lexicology and phraseology in Russian language lessons
Lyudmila Yu. Komissarova, Candidate of Pedagogical Sciences, Associate Professor
Moscow Pedagogical State University, Moscow, Russia, lyu.komissarova@mpgu.su, https://orcid.org/0009-0000-7175-4684
Maria D. Matveeva, Candidate for a Degree
Moscow Pedagogical State University, Moscow, Russia, maryrozan@rambler.ru, https://orcid.org/0000-0003-4820-6561
Abstract
This article presents the results of a study examining the impact of gaming technologies on students’ personal learning outcomes in Russian language lessons. To clarify the terminology used in the article, the definitions of the concepts “game”, “game technology”, “game activity”, and “game actions” are examined, and their differences are identified and outlined. The article examines the current state of the research surrounding the concept and provides criteria for distinguishing game technologies from other pedagogical tools. The functions of game technologies are presented. The results of a survey of literature teachers conducted at two educational institutions over a period of time are described. An example of a game technology developed for students achieving documented educational goals (personal outcomes) is presented and analyzed. Other game-based organizational formats are also considered in a similar vein.
Key words
Game technologies, planned personal outcomes, education, Russian language, lexicology, phraseology.
For citation:
Komissarova L. Yu., Matveeva M. D. The potential of gaming technologies to achieve personal learning outcomes 5th—6th grade students studying lexicology and phraseology in Russian language lessons. Vestnik of Orenburg State Pedagogical University. Electronic Scientific Journal, 2025, no. 3 (55), pp. 318—332. DOI: https://doi.org/10.32516/2303-9922.2025.56.21.
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