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Некоторые тезисы из работы по теме Применение геймификации для повышения мотивации при изучении дисциплины международные финансы
Introduction
One of the central problems of contemporary school education is the insufficient motivation of learners in subjects that require not only the memorization of concepts but also analytical thinking, decision-making, and the application of knowledge to practical situations. This problem is especially visible in elective and profile-oriented courses, where formally relevant content does not always become personally meaningful or engaging for learners. As a result, participation often remains uneven: some students are active and confident, while others stay passive or become involved only occasionally.
The relevance of this research is determined by the growing importance of financial education at the upper secondary school level. Topics such as exchange rates, inflation, international payments, risk, return, and financial planning are directly connected with real life, future professional development, and responsible economic behavior. At the same time, these topics may seem abstract and difficult if they are taught only through traditional explanation and standard assessment.
In this context, gamification can be considered a promising pedagogical approach. Its value lies not in adding entertainment to the classroom, but in reorganizing learning through visible progress, clear goals, cumulative results, and more active learner participation. However, gamification cannot be treated as automatically effective. Its educational value depends on how meaningfully it is integrated into the content and structure of the course.
This dissertation addresses the problem of increasing learners’ motivation in the study of the elective course “International Finance” through the use of gamification. The research is based on the practical implementation of a gamified instructional model in Grade 10 and on the comparison of its results with a traditional teaching format. Such an approach makes it possible to evaluate gamification not as a general trend, but as a concrete pedagogical instrument with measurable academic, motivational, and subject-specific outcomes.
The object of the research is the process of teaching the elective course “International Finance” in upper secondary school.
The subject of the research is the use of gamification elements as a pedagogical means of increasing learners’ motivation, improving academic participation, and developing financial literacy and decision-making skills in the study of international finance.
The aim of the research is to determine the educational effectiveness of gamification in the teaching of the elective course “International Finance” and to assess its influence on learners’ motivation, academic performance, financial literacy, and subjective educational experience.
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Chapter 2. Implementation of Gamification Elements in the Process of Teaching the Elective Course “International Finance”
The practical part of the research was carried out at HSE Lyceum in Moscow among tenth-grade learners enrolled in the Economics and Social Sciences track. The choice of this educational setting was methodologically justified by three factors. First, the learners already had a stable academic interest in economics-related subjects and were able to work with applied financial cases of increased complexity. Second, the elective format made it possible to introduce a course that was not reduced to a standard school textbook and could therefore include flexible forms of assessment, cumulative progress tracking, and practice-oriented tasks. Third, the learners belonged to the age group for which motivational shifts, peer comparison, competitive formats, and visible progress markers tend to influence the intensity and quality of educational participation in a particularly noticeable way [12; 13; 14].
The empirical study was conducted during the first semester of the 2025/2026 academic year. The course “International Finance” was implemented as a 24-hour elective, delivered over 12 weeks, with two academic hours per week. The course was built as a practice-oriented module that connected school economics with real-life financial decision-making. Its thematic structure included six content blocks: money and currencies; exchange rate and purchasing power; inflation and savings strategies; international payments and cross-border transactions; risk, return and diversification; and individual financial decisions in a global environment. The syllabus, calendar plan, and thematic sequence of lessons are presented in Appendix A.
The sample consisted of 58 learners aged 15–16, divided into two intact parallel groups. The experimental group included 29 students, and the control group also included 29 students. The groups were comparable in age, academic profile, weekly workload, and prior exposure to economics-related content. Before the intervention began, the groups showed no substantial difference in their previous term grades in economics-related subjects, average classroom participation, or baseline interest in elective financial topics. The mean prior achievement level on the Russian five-point grading scale was 4.17 in the experimental group and 4.14 in the control group. This initial comparability made it possible to interpret the subsequent differences as being connected not with different starting conditions, but with the different organization of the learning process. A generalized comparative overview of the baseline and final indicators in both groups is presented in Appendix M.
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References
1. Adamovich, K.A. The Bullish Game: The Role of Virtual Currency in Incentivizing Homework on the Skyeng Platform / K.A. Adamovich, T.A. Chirkina // Voprosy obrazovaniya / Educational Studies Moscow. – 2023. – No. 4. – P. 8–24. – DOI: 10.17323/vo-2023-16640.
2. Alieva, A.R. Gamification as an Innovative Method and Motivator in Teaching a Foreign Language / A.R. Alieva, E.K. Dyldaeva, E.D. Akhmetova // Mir pedagogiki i psikhologii. – 2024. – No. 03 (92).
3. Cannistra, M. The Impact of an Online Game-Based Financial Education Course: Multi-Country Experimental Evidence / M. Cannistra, K. De Beckker, T. Agasisti, A. Amagir, K. Poder, L. Vartiak, K. De Witte // Journal of Comparative Economics. – 2024. – Vol. 52, No. 4. – P. 825–847. – DOI: 10.1016/j.jce.2024.08.001.
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