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dc.contributor.author	Tokarieva, Anastasiia V.
dc.contributor.author	Volkova, Nataliia P.
dc.contributor.author	Harkusha, Inesa V.
dc.contributor.author	Соловйов, Володимир Миколайович
dc.date.accessioned	2020-07-22T18:28:41Z
dc.date.available	2020-07-22T18:28:41Z
dc.date.issued	2019-12-20
dc.identifier.citation	Tokarieva A. V. Educational digital games: models and implementation / Anastasiia V. Tokarieva, Nataliia P. Volkova, Inesa V. Harkusha, Vladimir N. Soloviev // Educational Dimension. - 2019. - Issue 1 (53). - P. 5–26. - DOI : 10.31812/educdim.v53i1.3872	uk_UA
dc.identifier.issn	2708-4604
dc.identifier.other	DOI : 10.31812/educdim.v53i1.3872
dc.identifier.uri	http://elibrary.kdpu.edu.ua/xmlui/handle/123456789/3838
dc.identifier.uri	https://doi.org/10.31812/educdim.v53i1.3872
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dc.description.abstract	Nowadays, social media, ICT, mobile technologies and applications are increasingly used as tools for communication, interaction, building up social skills and unique learning environments. One of the latest trends observed in education is an attempt to streamline the learning process by applying educational digital games. Despite numerous research data, that conﬁrms the positive eﬀects of digital games, their integration into formal educational contexts is still relatively low. The purpose of this article is to analyze, discuss and conclude what is necessary to start using games as an instructional tool in formal education. In order to achieve this aim, a complex of qualitative research methods, including semi-structured expert interviews was applied. As the result, the potential of educational digital games to give a unique and safe learning environment with a wide spectrum of build-in assistive features, be eﬃcient in speciﬁc training contexts, help memorize studied material and incorporate diﬀerent learning styles, as well as to be individually adaptable, was determined. At the same time, the need for complex approach aﬀecting the administration, IT departments, educators, students, parents, a strong skill set and a wide spectrum of diﬀerent roles and tasks a teacher carries out in a digital game-based learning class were outlined. In conclusion and as a vector for further research, the organization of Education Design Laboratory as an integral part of a contemporary educational institution was proposed.	uk_UA
dc.language.iso	en	uk_UA
dc.publisher	Видавничий центр Криворiзького державного педагогiчного унiверситету	uk_UA
dc.subject	educational digital games	uk_UA
dc.subject	game-based learning	uk_UA
dc.subject	advantages and challenges of educational games	uk_UA
dc.subject	Education Design Laboratory model	uk_UA
dc.title	Educational digital games: models and implementation	uk_UA
dc.type	Article	uk_UA