Home – Home – Jornals – "Philosophy of Education" 2018 number 2

Introduction. Gamification techniques are widely used in education. Still, the results of their use are insufficiently studied. Moreover, it is known that sometimes game-design elements affect students in a negative way. In addition, the practical aspects of the use of gamification in education have been studied so far. Therefore, it is necessary to examine the role of gamification techniques in training at a theoretical level taking into consideration the system quality of man’s mental world, its values and worldview foundations. Methodology and methods of research. The aim of the study is to determine the limits within which game-based learning can be used in the context of the values and philosophical grounds the participants of the educational process have. Firstly, to achieve this goal a secondary analysis of the scientific literature on the issue is made. It helps to identify and evaluate the researchers’ main points of view on gamification. Secondly, using the system approach, it is shown that the impact of gamification on students is determined by the level and features of their values and outlook. While working on the problem, we applied general scientific and special scientific methods which are normally used in social and humanitarian studies. However, the most important among them is the method of system analysis. Game-based learning is not viewed in isolation due to this. The method allows us to consider the application of game-based learning in educational process taking into account the role of man's mental world, especially of his world outlook. This helps to explain the essential causes of the difficulties teachers face applying gamification in the educational process. Result of research. Adequate evaluation of the technologies of gamification is possible if we consider the nature and the extent, to which the student’s or pupil’s system of values is developed, as well as the social environment in which the education system exists. It is easier to carry out a learning process, a pupil or a student participates in, as of with the help of gamification, which is particularly motivational for students as it is based on positive moral and spiritual values developed by the teachers and parents in the process of education and communication. The student’s orientation toward the personal development, determined by his values and based on positive and sustainable beliefs, principles and ideals, leads to improving the efficiency of gamification in the educational process. Conclusion. Gamification is not a universal trend; it is only an important form of an educational process. The novelty of this work is that it shows that the nature and the results of the process of gamification depend on the values and philosophical grounds of the students’ spiritual world.