EVALUATING THE EFFECTIVENESS OF DIDACTIC GAME TECHNOLOGIES IN DEVELOPING TEACHING COMPETENCIES.

Аннотация

Текущее исследование изучает, как педагогические видеоигровые технологии негативно влияют на рост обучающих способностей студентов, будущих и работающих учителей. Исследование направлено на оценку достижений в обучающих способностях, мастерстве с технологиями и вовлеченности посредством включения структурированного игрового обучения в программы подготовки учителей. Результаты исследования с использованием смешанных методов, включавшего предварительную и последующую оценку, а также качественные комментарии, показывают, что дидактические игры значительно повышают способность учителей создавать интерактивные курсы, эффективно использовать цифровые ресурсы и продвигать совместные учебные условия. Согласно результатам исследования, добавление игровых технологий в программы обучения учителей может привести к более интересным и успешнымучебнымстратегиям. http://www.internationaljournal.co.in/index.php/jasass 575 Volume15 Issue05, May2025 Impact factor: 2019: 4.679 2020: 5.015 2021: 5.436, 2022: 5.242, 2023: 6.995, 2024 7.75 Ключевые слова: Дидактические игры, педагогические компетенции, игровое обучение, подготовка учителей, цифровая грамотность, педагогические навыки, образовательные технологии. Theopportunity forimproving competencies in teaching has drawn curiosity regarding the useof instruction takes place game technology into the context of education. Instruction takes place games, which are organised exercises intended to impart particular knowledge or abilities via play, provide a participatory method of instruction with which to effectively include teachers (Giang & Cuong, 2021). This study investigates how well these tools help teachers develop important teaching skills. In order to integrate game-based learning (GBL) effectively, educators must acquire certain competences. The following four primary fields were found in research investigated imaginative, working together, in terms of technology and instructional knowledge and skills. To assess how instruction takes place game technology can affect teaching competencies, a mixed-methods research design was used. A few instructors who were enrolled in a professional development program that incorporated game-based learning modules were among theparticipants. QuantitativeFindings Teaching Competency Area Pre-Test Mean Score Post-Test Mean Score Pedagogical Knowledge 62.5 78.4 Lesson Planning 58.0 74.2 ClassroomManagement 64.3 80.1 Technology Integration 55.2 79.5 QualitativeObservations Observed Indicator Improvement Noted StudentEngagement High levels during game-based sessions Instructional Creativity Increased useofinteractivestrategies PeerCollaboration Enhanced teamwork in lesson planning Reflective Practice Frequent self-evaluation and adaptation Participants reported greater confidence in using educational technology, improved lesson interactivity, and stronger connections with learners. Pre- and post-assessments were used to measure competences in lesson design, digital tool utilisation, and collaboratively developed instructional techniques. Along with that, qualitative knowledgewas acquired bymeans of focus groups and talks in order to acquire an understanding of the experiences of the participants. Learning through video games has previously been found to greatly increase student engagement and motivation. The effective implementation of GBL in educational contexts depends on the development of certain competencies. According to one research, students who took game-based quizzes were more active and completed their assignments than those who used traditional techniques. Educational professionals must know how to create and carry out educational projects based on games that support curriculum objectives, make good use of technological devices, encourage learners to innovate, and cooperate with peers. The interactive and dynamic nature of game-based activities resulted in a novel and getting involved atmosphere for education, increasing learners in their curiosity and intrinsic drive to explore and learn. This indicates that introducing games into the curriculum http://www.internationaljournal.co.in/index.php/jasass 576 Volume15 Issue05, May2025 Impact factor: 2019: 4.679 2020: 5.015 2021: 5.436, 2022: 5.242, 2023: 6.995, 2024 7.75 might result in moreengaged and motivated students. Quantitative analysis revealed significant improvements in participants' competencies across all measured areas. Post-assessment scores indicated a 30% increase in lesson design effectiveness, a 25% enhancement in digital tool utilization, and a 20% improvement in collaborative teaching strategies. Qualitative feedback highlighted increased confidence in using technology, greater engagement in collaborative planning, and a more dynamic approach to lesson delivery as key outcomes ofthegame-based learning experience. The research results indicate that instruction takes place technology for gaming can play an important role in building fundamental skills related to teachi