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Gamification is a technique used to introduce the joyful nature of play into learning in order to promote student motivation. But in each class, they are different – in temperament, interests, approach to learning. What works for some does not work for others. There is no universal practice for incorporating gamification into the classroom, which means that the teacher has to decide for himself what to choose. To be successful, the teacher needs to know in advance what types of players his students are approaching in order to take a differentiated approach when starting to gamify the environment. Lessons should be designed to have engaging gameplay elements and mechanics for each type of player. The article reviews the existing classifications for determining the types of players that offer the appropriate game elements and mechanics for gamification of learning. This document would be a useful reference for those educators who wish to gamify classroom work. [ABSTRACT FROM AUTHOR]

Background. Among the key trends influencing education today, the following stand out: “massification” and internationalization of education, turbulence of the world economy, “digital revolution”, technological innovation. Gamification has become a popular tool for solving various problems of varying degrees of complexity and today is confidently used in areas including business, personnel management, healthcare, and education. The purpose is to examine the application of gamification in teaching economics to medical students. Materials and methods. When working on the article, we used an analysis of sources containing experience in the use of gamification by domestic and foreign scientists, generalization and systematization of the results obtained, modeling of the educational process, a pedagogical experiment on modifying existing economic games and using them in practical classes in economics, observation of behavior students in classes using gaming technologies, analyzing the results of using games. Results. The characteristics of generations differ in different countries depending on the economic, social, political and other conditions of the development of society. Taking these characteristics into account, educational standards and teaching technologies are changing. Educational technologies used in the process of teaching economics to students of generation “Y” required significant improvements for teaching to students of generation “Z”. The idea of using gaming technologies, which is actively used in our time, cannot be called completely new. The classics of pedagogy K.D. Ushinsky and Sukhomlinsky V.A. spoke about the need for games in learning. The authors conducted a pedagogical experiment on introducing gamification into the teaching of economics to medical university students. At a medical university, students study economics in their junior years, when they themselves are still dependent and, with rare exceptions, have no experience of earning money on their own. The use of games, common in teaching economics at specialized economic universities, presupposes a well-developed economic thinking and knowledge base. For medical students, gamification tools require significant adaptation and refinement. Also, when introducing games into the learning process, it is necessary to take into account the different perceptions of students of generations “Y” and “Z”. Generation Z is closer to computer games and, accordingly, there are opportunities for their use in education. However, as the experiment showed, these students willingly take part and show interest in classes using the classical principles of board games. As a result, approaches to introducing gamification into teaching economics to medical university students have been developed. An analysis of gamification as a tool for developing interest and motivation of students was carried out, taking into account the theory of generations. As part of gamification, board games were modified and tested, which allowed students to develop skills in applying economic knowledge in future professional activities, including the commercialization of scientific developments.

AbstractThis study aimed to investigate how game-playing affected low- and high-anxiety students’ English vocabulary and content learning in a digital game-based learning (DGBL) environment. The participants were 132 fifth-grade English as a Foreign Language (EFL) students, divided into an experimental group using DGBL instruction (n = 68) and a control group using traditional instruction (n = 64). They were defined as low- and high-anxiety students based on the Foreign Language Classroom Anxiety Scale (FLCAS), with 38 low- and 30 high-anxiety students in the experimental group and 34 low- and 30 high-anxiety students in the control group. Data was collected from FLCAS, game-playing logs, pre- and post-tests, and an open-ended questionnaire. The results found that both low- and high-anxiety students benefited from a DGBL environment designed with game mechanics (game challenges, points, and comments) to improve their English vocabulary and content learning performance, with high-anxiety students making greater progress. In the DGBL environment, the game challenges for entertainment purposes motivated the high-anxiety students to engage in learning. The high-anxiety students’ confidence in learning was then enhanced through the points and positively encouraging comments, leading to active and repeated engagement in game-playing. This self-motivated learning facilitated the high-anxiety students’ English vocabulary and content learning performance. This study suggests that the gap between low- and high-anxiety students’ English vocabulary and content learning performance could be narrowed in a DGBL environment with game mechanics. [ABSTRACT FROM AUTHOR]

High-quality training of future musicians requires systematic improvement of teaching approaches. Hence, the primary goal of this research was to determine the effectiveness of a piano training programme introducing new features and possibilities in the framework of distance learning. With this aim in view, the learning process presupposed the use of the Xiaoyezi AI Piano Tutor online platform for information and knowledge sharing, engagement in daily practice sessions under the Leimer-Gieseking method and development of technical skills through application technique. The findings suggested that strong knowledge is observed among 56% of students after the first semester and among 82% of students upon completion of the second semester. Student's t-test showed that sufficient (1.03) and poor (1.08) knowledge indicators in the two semesters have almost the same values, because the tabulated number of degrees of freedom (2.571) is higher than the calculated value. The survey revealed that 35% of students improved their cognitive skills; the programme helped 11% of students learn to play other musical instruments. The SWOT analysis determined that the strengths of the online learning process within the developed programme outweigh its weaknesses. [ABSTRACT FROM AUTHOR]

Background: Recent years have witnessed increasing attention on the study of game ecology, the virtual environments, and underlying mechanics within games. Yet, these studies often focus on the active role that players have in changing game ecology, while overlooking the reciprocal influence between game ecology and players. Methods: This study investigates the potential impact of game ecology on player choices from an environmental determinism perspective—the development of humanity is shaped by the physical environment. This new perspective is substantiated by a case study of two strategy games, Sid Meier's Civilization VI and Humankind, using an immersive-participatory method to analyze their game mechanics. Results: This study identifies four major forms of game mechanics that use game ecology to influence player choices: spatial constraints, movement modifiers, uncommon events, and dynamic indexes. Discussion: This study discusses how the identified game mechanics reflect environmental determinism and contrast with the conventional ideology of cultural determinism. Additionally, environmental determinism in video games, derived from a broader social background, is constantly evolving into new forms. Conclusion: This study introduces a new perspective of environmental determinism for analyzing the interaction between game ecology and players. This approach has the potential to offer valuable insights into guiding future game design and research endeavors. [ABSTRACT FROM AUTHOR]

Existing scholarship on videogame fanfiction focuses on how these fictions transform game characters and narrative settings. However, this misses out on an important trope in videogame fanfictions, where authors transplant game procedures, systems, mechanics, and play styles into their stories. We term this trope the narrativization of ludic elements. This article examines how three popular fanfictions based on the Chinese MMO Jian 3 narrativize ludic elements in a way that reinforces hegemonic masculinity. The article contributes to a fuller understanding of the rhetorical strategies of fanfiction writers and explores the ideological implications of the intermedial relation between fanfictions and their source texts. [ABSTRACT FROM AUTHOR]

In recent years, modern board games (MBG) have attracted the attention of academics due to their innovative mechanics and mechanisms, which seem to facilitate the creation of spaces for the development of various aspects of computational thinking (CT). This article examines a number of MBG to identify those that contain CT-promoting mechanics. We focus on MBG whose mechanics can implicitly support the development of CT, considering these games as valuable pedagogical tools for use in the classroom. Specifically, they can be used by groups of students to introduce, discuss and practice CT concepts. The research identifies several games considered ideal for achieving the aims of the PhD study. This article essentially explores the mechanics of carefully selected MBG, reflecting on how they integrate, support or relate to the development of CT, and discusses their implementation in educational contexts. The results suggest a practical approach to the selection of CT-promoting MBG, offering valuable insight for teachers and education professionals interested in using board games in education. The results point to the potential of these games as effective resources for developing CT in primary school students, contributing to both academic research and practical applications in education. [ABSTRACT FROM AUTHOR]

The number of Amblyopia cases has been constantly rising in the recent times. Difficulty in regular clinical visits for therapy has created a need for a monitored engaging home-based amblyopia treatment. In this regard, various technological designs are proposed of which gamified VR amblyopia treatment has showcased positive outcomes over time. However in this work, we identify a need to understand and improvise the gamified VR amblyopia treatment in terms of attentional & engaging elements for better engageability and ensure correlation of stimulus in the virtual environment to the real world for test efficacy. Additionally, correlating the distance and stimulus parameters in VR to the real world is showcased as a design guideline for which the visual acuity test yielded a positive correlation (r =0.845, p =0.002 at $\alpha =0.01$ , N =10). To identify the XR interaction game mechanics promoting engagement and motivation in users for regular treatment, a user based study is conducted. The identified game mechanics with a cognitive task load (NASA TLX, M =12.26) are later mapped with the recognised amblyopia characteristics to propose a prototype of XR amblyopic game mechanics. The prototype is evaluated for motivational and engagement factors through Octalysis (Score =332). System Usability Scale and Nielsen’s Heuristic Evaluation are further used to evaluate the design by the experts. Results obtained (SUS, M =72.8 & Heuristics, M >60% and N =10) demonstrate the potential usability of the prototype as home-based gamified amblyopia treatment.

Gamification, which uses the mechanisms of games to acquire knowledge and various types of skills to build people’s involvement in a specific activity, is playing an increasingly important role. This study aims to emphasize the importance of gamification in the management process, with particular attention to its use in the educational process. It employs a critical literature review, observation, and case studies, containing an analysis of active gamification-based methods used in teaching management (organization and management) and production management. On the basis of the pilot program MANAGER BOB IN, the game used during the production management course, and the experiences of the authors of the study in creating various games, it can be concluded that it is necessary to allocate more time during organizational classes to explain the principles and benefits of participation in gamification, and to extend the time for the implementation of selected challenges. Information feedback is also important, as is the use of various technical solutions that affect the attractiveness of games and the entire educational process.

Aim: This commentary discusses the concept of 'gamification' as referred to implicitly or explicitly in the occupational therapy literature. Although occasionally noted to be a new frontier for occupational therapy, our analysis suggests that game mechanics and gamification elements are, in fact, a 'road long traveled' by occupational therapists and that gamification evokes the core aims and vision of occupational therapy. Gamification has been implicitly incorporated into the occupational therapy literature for years, and its benefit of enhancing therapeutic outcomes is evident in many instances. We contend that a more explicit use of the term gamification within the occupational therapy literature will lead to a framework in which both practitioners and researchers can structure and evaluate therapeutic outcomes. [ABSTRACT FROM AUTHOR]

The article studies the phenomenon of gamefication as a current communication means for goods and service promotion to the market. Today’s customer is not a passive observer but a participant of the promotion process ready for testing. The article shows gamefication as a communication tool that can attract and retain customer, gives its definition and reveals pre-conditions of its arising among marketing tools. Key trends in gameficationon on global market were studied and feasibility of using interactive advert forms was analyzed. The article demonstrates trends in volume growth on global market of gamefication and identifies spheres of using game mechanics both on global market and in Russia. The author shows key tasks, where game content can be used. The focus is made on studying principles and requirements that should be followed to get a certain effect of introducing gamefication. The article reveals principle difference between computer games and gameficated communications, which allows developers to use game content. In conclusion the author puts forwards recommendations for companies that do not use gamefication or use it in a limited volume.

Gamification features to motivate individuals to exercise have become a trend in the fitness sector that is gaining popularity. It is based on the idea that adding fun and competitive components to workout routines will inspire people to achieve their fitness objectives and maintain a healthy lifestyle. This research study attempts to analyze the literature that explores this concept of gamification in detail, and create a picture of how its implementation has changed fitness and healthy habits. This research incorporated the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) approach as its research methodology. Search strategy used a set of inclusion-exclusion criteria that helped us examine through hundreds of articles identified in the Web of Science and SCOPUS databases. After exclusive and inclusion criteria, 48 articles were selected to be reviewed in detail. Results have indicated that gamification strategy is a supporting factor to overcome the difficulties of executing exercises. Also, to improve the willingness towards fitness regimens.

Intro: This paper reports the demographics of a large sample of board gamers and their in-game motivations and preferences. Methods: We report the specific preferences of 1603 board gamers (i.e. preferred platform, mechanics, style, theme, player count and game length) and player demographics, i.e. age, gender, education level as well as neurodivergence in this population. Participants were sampled via board game groups and game distributor mailing lists. Results: Findings confirmed previous assumptions that board gamers are primarily middle-aged, university/college-educated, white males. We show that most gamers identify as mid-core/core with a preference for shorter, competitive Euro games. They tend to prefer in-person play with 3-4 players. However, a sizeable portion of the sample did not fit this description, showing a more complex picture. Discussion: Results describe the population's demographics and detailed description of gamers preferred, mechanics, themes, components, preferences and motivations. An anonymised version of this data set is provided alongside this work for game designers and academics to explore further and cross-reference relationships between demographics and preferences/motivations. Considering that a quarter of the sample were neurodivergent (i.e. reported at least one mental health or neurodevelopmental condition) the dataset could also help clinicians who use board games as interventional tools. We hope this dataset (https://osf.io/tu8yq) will be helpful to board game designers, clinicians, educators, teachers, therapists and researchers interested in utilising board games to make informed choices about which games they use. [ABSTRACT FROM AUTHOR]

In this study, we developed a concept for balancing extrinsic rewards and intrinsic motivation in gamified learning systems by applying the principles of equilibrium found in first-class levers. Despite the growing interest in gamification as a tool to enhance motivation and engagement, empirical findings are inconsistent, and there is no unified agreement among researchers on its effective implementation. Gamification employs game design elements and principles to enhance user experience in various contexts, including the field of education and learning. However, its application in Information Systems (IS) and beyond has revealed inconsistencies and challenges that this study aims to explore. Our review identifies an overreliance on narrow models and shallow design (focusing solely on badges, points, and leaderboards, known as "BPL gamification") as contributing factors to the failure of some gamified systems. These approaches can lead to an imbalance between extrinsic and intrinsic motivation, resulting in the "Overjustification effect," a phenomenon that undermines the effectiveness of gamification. By providing a more nuanced understanding of how to select and apply game elements, this study aims to mitigate these challenges and promote a more successful implementation of gamification, avoiding common pitfalls and clichés in design. [ABSTRACT FROM AUTHOR]

Gamification features to motivate individuals to exercise have become a trend in the fitness sector that is gaining popularity. It is based on the idea that adding fun and competitive components to workout routines will inspire people to achieve their fitness objectives and maintain a healthy lifestyle. This research study attempts to analyze the literature that explores this concept of gamification in detail, and create a picture of how its implementation has changed fitness and healthy habits. This research incorporated the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) approach as its research methodology. Search strategy used a set of inclusion-exclusion criteria that helped us examine through hundreds of articles identified in the Web of Science and SCOPUS databases. After exclusive and inclusion criteria, 48 articles were selected to be reviewed in detail. Results have indicated that gamification strategy is a supporting factor to overcome the difficulties of executing exercises. Also, to improve the willingness towards fitness regimens. [ABSTRACT FROM AUTHOR]

The results of a comparative analysis of the functional features of the QAnon theory and the conceptual signs of ARG (games in alternative reality) are displayed. The signs of ARG are designated and given as elements of the reference game model, the basis for comparison. The authors found that the QAnon conspiracy theory, the history of its emergence and development features is of a synthetic nature: ARG elements are present in modified form. They transform the roles of developers and participants. The QAnon quest structure was visualized, the gameplay based on experiencing the state of apophenia - a painful search for a connection between random phenomena or events - was described. The similarities of QAnon with religion and at the same time political ideology based on the mechanics of the game were identified, which explains its popularity. The relevance of the topic is due to the steady growth in the number of conspiracy theories and their followers since the beginning of the Covid-19 pandemic against the backdrop of audience distrust in the media. The authors demonstrate how QAnon, not being essentially a game in an alternative reality, but using game technologies and eschatological narratives about the Great Tribulation and Judgment Day, achieves high efficiency in shaping public opinion.

In this study we developed a concept for balancing extrinsic rewards and intrinsic motivation in gamified learning systems through the laws of levers. Although empirical findings around gamification studies remain largely inconclusive, it is still the go-to place for many who seek to improve motivation and engagement. The phenomenon uses game design elements and game principles to create better user experience on a system or activity. With the widespread of gamification across and beyond IS, the field of education and learning is one that has embraced it solemnly. Nevertheless, there is little to no consensus amongst researchers as to how to effectively apply it, and benefit from it. As such, the concept is yet entrenched; although popular. Hence, along the concept development, this study set out to review the setbacks of gamification in recent times, primarily focusing on the current inconsistencies of empirical outcomes and how these challenges can be mitigated. We discovered that the overreliance of developers on narrow models is a culprit for failed gamification. Shallow gamification design which centres around the so-called “BPL gamification” is a source of failure, as it has become a copy-and-paste cliché, rather than a deliberate contextual design. Inordinate selection, and application of game elements to a system/activity is toppling gamification too. This was found to also create imbalances in both extrinsic and intrinsic motivation thereby leading to what is known as “Overjustification effect”, which is a big killer of gamification today.

COVID-19 pandemics impacted everyone's lives. Risk of infection by the SARS-CoV-2 virus imposed severe restrictive measures, submitting the population to home isolation, daily use of face masks and restringing social encounters. In this work we present the results of a research on analogical game databases where we searched for COVID-19-themed tabletop games, discussing which health concepts were presented on these games and what kind of structure and mechanics were used. Subsequently, we present the development of a serious board game, thought to call attention of the prevention measures to reduce the risk of infection by SARS-CoV-2 and other respiratory viruses. We discuss the rationale for the selection of game mechanics and how do they fit on the health concepts that we wanted to reinforce. The product is a print and play serious game that will be available as an open educational resource.

In addition to transmedial techniques such as metalepses, allegories, or obtrusive narrators, contemporary videogames also use medium-specific forms, including game rules, mechanics, or interfaces, to create metareference. Similarly, metareferential games seem not only concerned with questions of their fictionality but show particular interest in their own technological infrastructure and embeddedness in digital culture. In this article, I propose a systematic approach to analysing metareference in videogames, distinguishing between the gameworld and the game system as the two main layers of communication from which metareference emerges. In a case study of the indie metagame The Magic Circle (Question 2015), I show that the game's distinctive metareferential style is the result of interactions between what I call diegetic and ludic forms of metareference, and which are produced at the level of the gameworld and the game system, respectively. [ABSTRACT FROM AUTHOR]

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Problem statement. One of the priority tasks of modern society is the creation of conditions conducive to the upbringing and development of a creative personality. The computer science course has a didactic potential in terms of the formation of initiative, independence, imagination, the ability to set and solve problems. The presented study aimed at substantiating the effectiveness of game mechanics use in teaching computer science to solve the problem associated with the need to develop the creative thinking of students. Methodology . The mechanics “Achievement,” “Reckoning on trust,” “Fun once - always fun,” “User progress” are implemented with game elements and methods in the study of theoretical computer science. Resources of digital services (interactive whiteboards, random selection generators) are used for gamification. The base of the experiment is a secondary school with in-depth study of individual subjects in the Stulovo village (Slobodskoy district, Kirov region). The study covered 74 students of the seventh grade (64% - girls and 36% - boys). The average age of the respondents is 13 years. Statistical processing of the results was performed using Pearson's chi-squared test. Results. During the game, students study theoretical material, solve a system of creative and non-standard tasks on the topic “Measurement of information.” For each game mechanic, a goal, tasks, sets of rules and restrictions are defined. Statistically significant differences in the qualitative changes that have taken place in the system according to the levels of development of creative thinking are identified. Conclusion . The features of the presented version of the application of game mechanics in teaching computer science in terms of the development of creative thinking are described: taking into account the age characteristics of students when formulating message texts, inclusion of digital services, combination of oral and written speech with interaction on a computer network.

The "Souls-like" role-playing video game genre was inadvertently created due to the influence of the "Souls franchise". However, each game has different twists which can be new gameplay mechanics, graphical style, etc. while maintaining the core elements of the "Souls franchise". The goal of this study is to understand which gameplay mechanics are more liked by comparing reviews of these games to each other. Thus, different game design elements and game mechanics are investigated in 21 "Souls-like" video games to see how the users reacted to them and whether they positively reviewed them. All (993,932) reviews were scraped from the Steam webpage regarding these games in the middle of April 2021 using the steam_reviews Python package. These reviews contain the playtime at review, whether a positive or negative rating is given, and a textual component among others. Overall, 11 various game design elements and game mechanics were set up for the investigation: the setting, graphical dimensions as well as style, level design, and whether there are difficulty settings, multiplayer features, upgradeable weapons/armor, equipment durability, in-game map, extra penalties upon death, and a classic level-up system. Based on data distributions, either the t-test or the Mann-Whitney-Wilcoxon test was used for the analysis. The syuzhet package, which uses Natural Language Processing methods, was used in the statistical program package R along with the NRC Emotion Lexicon to evaluate the textual parts. According to the results, a slight-to-moderate correlation exists between positive reviews and the users' playtimes: more playtimes mean a larger chance of having positive reviews. Significant differences also exist in the percentages of positive reviews among these games: Hollow Knight is the most liked game. Out of the investigated 11 factors, significant differences exist among all of them: drawn graphics (96.48%) and 2D style (95.61%) are the two most liked factors, while pixel graphics (87.11%) and a futuristic setting (86.74%) are the two least liked ones. Almost every factor can significantly affect all eight basic emotions (anger, anticipation, disgust, fear, joy, sadness, surprise, trust). The exceptions are graphical dimensions, weapon/armor upgradability, in-game map, and extra penalties upon character death as no significant differences exist in case of trust (p = 0.85), anger (p = 0.24), sadness (p = 0.21) and disgust (p = 0.095), respectively when the average sentiments per review were examined. Future "Souls-like" game design and development can be influenced by the results as game developers can more easily choose from the factors they want to implement or whether they want them at all in their games. [ABSTRACT FROM AUTHOR]

This article investigated whether it is possible to establish correspondences between game mechanics and particular cognitive stimulations. There are many challenges to prevent and treat cognitive decline with aging or neurocognitive disease. Observing difficulties to establish such correspondences in the scientific literature, we proposed to move away from "classification by genre" or any other type of taxonomy that deviates from the framework of the "Rules/Formal schemas" and the "set of rules" component of the gameplay. Thus, we proposed the Gameplay Bricks model as a theoretical framework for Video Game (VG) and Serious Games (SG). We jointly relied on a framework on fractionated executive functions, memory, and attention. The Gameplay Bricks model currently identifies 14 major Metabricks (game mechanics) through seven Metabricks of obligations and seven of prohibitions. We have proposed first correspondences accompanied by examples from the VG-SGs. The limits and perspectives of these first matches were then discussed. [ABSTRACT FROM AUTHOR]

The difficulty of sustaining and preserving the quality of Quranic memorisation is still an unsolved problem. Motivation and engagement are the most desired experiential qualities to memorise the Quran. This paper presents a framework for introducing adaptive gamification technology (integrated into the student learning experiences) by providing appropriate personalised formative memorising activities. A methodology that follows the three stages, which are analysis, design, and evaluation, was implemented in this study. A validation process by experts was conducted to get the relevant criticisms and recommendations for further improvement of the proposed framework. The results demonstrated that all components are compatible and usable for developing a prototype application specifically for self-learning Quranic memorisation. With proper integration of gamification in learning and assessment activities, a positive impact on the memorisation process can be achieved, such as higher satisfaction, motivation and greater achievement of students through appropriate learning analysis. Therefore, the proposed conceptual framework known as Gamification Learning for Al-Quran Memorisation (GLAM-Q) is expected to contribute significantly and be a reference model in developing a Quranic memorisation application. [ABSTRACT FROM AUTHOR]

Eğitsel bilgisayar oyunları öğrencilerin öğrenmelerini, akademik başarılarını, motivasyonlarını artıran, öğrenim sürecine aktif katılımlarını sağlayan ve geleneksel ortamlara göre daha iyi problem çözme ortamları sunan öğrenme ortamlardır. Bu tür oyunların eğitime entegre edilmeden önce öğretim programıyla uyumlu bir hale getirilmesi ve değerlendirilmeleri gerekir. Bu sebeple, bu çalışmanın amacı ortaokul matematik dersi kapsamında Eğitim Bilişim Ağı (EBA) içeriklerinde yer alan matematik oyunlarının matematik öğretim programının hazırlanmasında yararlanılan Bloom taksonomisine göre değerlendirilmesidir. Araştırmada nitel araştırma yöntemlerinden doküman incelemesi kullanılmış ve oyunları değerlendirmek için literatürden hareketle Bloom taksonomisine göre içerisinde oyun ve öğrenme mekaniklerini bulunduran rubrikler Arnob vd. (2015) çalışmasındaki sınıflandırmalar kullanılarak oluşturulmuştur. Araştırmada elde edilen bulgular sonucunda, ilgili oyunların 5. ve 6. sınıf seviyesinde olduğu 7. ve 8. sınıf seviyelerinde oyunlara yer verilmediği, ilgili sınıf seviyelerinde yer alan oyunların yedi tanesinin “Sayılar”, 2 tanesinin ise “Geometri ve Ölçme” öğrenme alanına hitap ettiği görülmüştür. Bloom taksonomisine göre oluşturulan rubrikte yer alan oyun mekaniklerinden etkileşim, hikâye, yönerge, eğitme, simülasyon, dönüt, ödül-ceza ve durum mekaniklerini sağladığı, öğrenme mekaniklerinden çoğunluğun keşfetme, katılım, gerçek yaşam durum öğrenmesi ve deneme-yanılma mekaniklerini sağladığı görülmüştür. Ek olarak incelenen oyunların seviyelerden oluşmadıkları, grupla öğrenmeyi desteklemedikleri, mücadele barındırmadıkları, deney ve keşif ortamı sunmadıkları belirlenmiştir. Oyunlar genel olarak Bloom taksonomisine göre değerlendirildiğinde hatırlama, anlama ve uygulama basamaklarına orta düzeyde hitap ettiği, üst düzey öğrenme becerileri olan değerlendirme ve üretme basamaklarını sağlamadıkları görülmüştür.

The phenomenon of outer space has become ingrained in the various levels of human culture. A feature of modern views on the phenomenon of outer space is its human-sizedness. It consists in a person’s subjective cultural experience of their relationship to outer space and allows the modeling of possible future states of outer space on the basis of comprehending the regularities of its development. With the beginning of the Space Age, the peculiar “accessibility” of space gives rise to new forms of cultural development of this phenomenon, where videogames occupy an important place since they allow a person to freely fulfill their most daring cosmic fantasies. The problem of representing outer space in videogames remains insufficiently studied. The authors’ hypothesis is that videogames reflect not only the physical characteristics of space, but also the grand narrative of space exploration and the unity of mankind in the implementation of the global task of space exploration. The authors have concluded that the grand narrative of space exploration is largely legitimized through videogames. The perception of reality, patterns of behavior, and a view on culture and science are formed through videogames. The legitimization of technical and social progress as a way to achieve significant success in space expansion is observed in most videogames where “outer space” is not only the setting, but also a part of the game mechanics. Interactivity as a central feature of the videogame phenomenon allows not only to describe and explain the idea of the physical properties of outer space or the operation of devices and mechanisms in these conditions, but also to participate directly in the development of such devices, as well as to be involved in simulators of real stay in space conditions.