@misc{10481/81126,
year = {2023},
month = {3},
url = {https://hdl.handle.net/10481/81126},
abstract = {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). 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.},
publisher = {Universidad de Granada},
keywords = {Innovative education},
keywords = {Educational technologies},
keywords = {Effective methodology},
keywords = {Higher education},
title = {Gamification in developing readiness for self-fulfillment in students of higher educational institutions},
doi = {10.47750/jett.2023.14.01.024},
author = {Tsurkan, Liudmyla},
}