GAMIFICATION OF TOURISM ACTIVITIES AS A MEANS OF DEVELOPING GAME COMPETENCE IN FUTURE PHYSICAL EDUCATION TEACHERS
Abstract
DOI: https://doi.org/10.26565/2074-8922-2026-86-25
Purpose. The purpose of the study is to provide a theoretical substantiation and experimental verification of the effectiveness of gamification of tourism activities as a means of forming the game competence of future physical education teachers.
Methods. The study was conducted using a set of complementary methods, including theoretical methods (analysis and generalization of scientific sources) and empirical methods (questionnaires, testing, performance of practical tasks, and self-assessment). The experiment involved 47 higher education students majoring in “Secondary Education (Physical Education)”, including 25 students in the control group and 22 in the experimental group. The formative stage involved the implementation of gamification of tourism activities in the experimental group (quests, role-playing tasks, a system of points and levels, and team interaction) within the process of professional training. In the control group, the educational process was carried out using traditional teaching methods. The results were processed using methods of descriptive statistics.
Results. The study identified the structure of the game competence of future physical education teachers, which includes motivational-value, cognitive, activity-practical, and reflexive components. It was established that the implementation of gamification of tourism activities ensured a more pronounced increase in indicators across all components in the experimental group compared to the control group. In particular, the proportion of students with a high level of the motivational component increased to 54.55%, the cognitive component to 50.00%, the activity-practical component to 45.45%, and the reflexive component to 45.45%. The obtained results indicate an increase in the level of motivation, the quality of knowledge, the development of practical skills, and the ability to self-analysis.
Conclusions. It has been proven that gamification of tourism activities is an effective means of forming the game competence of future physical education teachers, provided that it is implemented systematically and pedagogically justified. It ensures the integration of motivational, cognitive, activity-based, and reflexive components of professional training, which confirms the achievement of the stated research purpose.
Downloads
References
Dyshko, O. L., Kosynskyi, E. O., Yatsyk, T. O. (2025). The problem of readiness to use innovative technologies in physical education methodology. Scientific Bulletin of Vinnytsia Academy of Continuing Education. Series "Pedagogy. Psychology", 7, 48-54. https://doi.org/10.32782/academ-ped.psyh-2025-1.07 (In Ukrainian).
Ivanyuk, P., Bondar, A. (2024). Gamification as an effective motivation tool in the field of physical education and sports. Scientific Journal of the Dragomanov Ukrainian State University. Series 15, (7(180), 59-64. https://doi.org/10.31392/UDU-nc.series15.2024.7(180).12 (In Ukrainian).
Mykhaylova, L. M., Semenyshyna, I. V., Krasnoshchok, I. P., Stupenʹkov, S. O. (2023). Gamification as an innovative case of professional training of teaching staff of higher education institutions in the conditions of distance learning. Academic visions, 18. https://doi.org/10.5281/zenodo.7795391 (In Ukrainian).
Penkovets, D. V. (2015). Theoretical aspects of the formation of game competence in future physical education teachers in the process of studying psychological and pedagogical disciplines. Bulletin of the Chernihiv National Pedagogical University. Series: Pedagogical, 130, 173-175. http://nbuv.gov.ua/UJRN/VchdpuP_2015_130_41 (In Ukrainian).
Salnyk, I. V., Fomenko, O. V., Goryunova, K. V. (2025). Theoretical aspects of the implementation of game technologies in science teaching. Research Bulletin. Series: Issues of natural sciences, mathematics, technology and vocational education, 2, 106-114. https://doi.org/10.32782/cusu-pmtp-2025-2-12 (In Ukrainian).
Skaskiv, H. M. (2021). Introduction of gamification technologies in the educational process. Naukowyi Chasopys Dragomanov Ukrainian State University. Series 5. Pedagogical sciences: reality and perspectives, 83, 156–161. https://doi.org/10.31392/NPU-nc.series5.2021.83.32 (In Ukrainian).
Tyshchenko, V. O., Klopov, R. V., Khalemendyk, YU. YE., Kyrychenko, N. V. (2025). Gamification in the Professional Training of Future Physical Education Teachers: Experience of Integration into the Disciplines “Information Technologies in Education” and “Foreign Language”. Academic visions, 47. https://doi.org/10.5281/zenodo.17101261 (In Ukrainian).
Tovkanetsʹ, H. V., Luzhansʹka, T. YU., Ilʹtʹo, H. F. (2025). Gamified technologies as an innovation in the educational environment. Innovative Pedagogy, 83(2), 39-43. https://doi.org/10.32782/2663-6085/2025/83.2.8 (In Ukrainian).
Khodunova, V. L. (2023). Heymifikatsiya yak innovatsiya v osviti [Gamification as an innovation in education]. Scientific innovations and advanced technologies, 2(16), 407-417. https://doi.org/10.52058/2786-5274-2023-2(16)-407-417 (In Ukrainian).
Ching-Yi Chang, Intan Setiani, Darmawansah Darmawansah, Jie Chi Yang. (2024). Effects of game-based learning integrated with the self-regulated learning strategy on nursing students' entrustable professional activities: A quasi-experimental study. Nurse Education Today, 139. https://doi.org/10.1016/j.nedt.2024.106213
Jeffrey Zen Liu, Ruey- Yu Chen, Thomas Rouyard, Dulmaa Munkhtogoo, Feng-Jen Tsai. (2026). Effects of Different Gamification Delivery Strategies on Physical Activity in Young Adults: A Randomized Controlled Trial. American Journal of Preventive Medicine. https://doi.org/10.1016/j.amepre.2026.108297
Lampropoulos, G., Mukta, B. G., Anastasiadis, T. (2025). Gamification in Learning Management Systems: A Systematic Literature Review. Information, 16(12), 1094. https://doi.org/10.3390/info16121094
Marquardt K., Schulz M., Koziolek A., Happe L. (2025) Gamification with Purpose: What Learners Prefer to Motivate Their Learning. arXiv preprint arXiv. https://doi.org/10.48550/arXiv.2512.08551
Miguel Alberto Rincón Pinzón, Ana Dolores Vargas Sánchez, Paloma Valdivia Vizarreta. (2026). Evolution of teacher training in gamification: a bibliometric analysis of global trends and collaborations. Social Sciences & Humanities Open, 13. https://doi.org/10.1016/j.ssaho.2026.102657
Pradhan, D., Malik, G., Vishwakarma, P. (2025). Gamification in tourism research: A systematic review, current insights, and future research avenues. Journal of Vacation Marketing, 31(1), 130-156. https://doi.org/10.1177/13567667231188879
Uriawan, W., Firmansyah, D., Mulyana, D., Pratama, D. H. F., Lerian, A. J., Wiguna, F. S. (2025). Gamification-Based Learning Method for Hijaiyah Letters. arXiv preprint arXiv. https://doi.org/10.48550/arXiv.2602.03851
William K. McHenry, Erin E. Makarius. (2023). Understanding gamification experiences with the benefits dependency network lens. Computers and Education Open, 4, Article 100123. https://doi.org/10.1016/j.caeo.2023.100123
Wulan, D. R., Nainggolan, D. M., Hidayat, Y., Rohman, T., Fiyul, A. Y. (2024). Exploring the Benefits and Challenges of Gamification in Enhancing Student Learning Outcomes. Global International Journal ofInnovative Research. 2(7), 1657-1674. https://doi.org/10.59613/global.v2i7.238
