The Feasibility and Expediency of Gamification Activities in Higher Education

Mikhail V Vinichenko; Taridi K Ridho; Peter  Karacsony; N. P Li; Gundeea S Narrainen; Oхana L Сhulanova

doi:10.18488/journal.61.2019.74.459.468

Authors

Mikhail V Vinichenko Russian State Social University, Moscow, Russia https://orcid.org/0000-0003-1973-3485
Taridi K Ridho State Islamic University Syarif Hidayatullah Jakarta, Indonesia https://orcid.org/0000-0001-6273-7620
Peter Karacsony Selye Janos University, Komarno, Slovak Republic https://orcid.org/0000-0001-7559-0488
N. P Li Russian State Social University, Moscow, Russia https://orcid.org/0000-0001-6453-9767
Gundeea S Narrainen University of Mauritius, Moka, Mauritius https://orcid.org/0000-0002-2852-8355
Oхana L Сhulanova Surgut State University, Surgut, Russia https://orcid.org/0000-0003-2477-0096

DOI:

https://doi.org/10.18488/journal.61.2019.74.459.468

Abstract

This study aimed to identify the feasibility and expediency of gamifying activities in higher education institutions, for which an original methodology was used. However, gamification is complex and carries a high degree of risk in achieving organizational efficiency. It is therefore advisable to adopt a fragmented approach and selectively gamify individual processes and features, focusing on educational and research activities. When introducing gamification, top management should provide conceptual and regulatory support and HR specialists coordination. Using a distribution model of managerial functions for gaming activities and determining priorities, taking the use of artificial intelligence into account, is shown to be expedient.