STUDENTLERDI BIRLESTIRIW: XALÍQARALÍQ IZERTLEWLER HÁM PÁNLER BOYINSHA BIRGE
ISLESIW 1-XALÍQARALÍQ STUDENTLER KONFERENCIYASÍ. NÓKIS, 2025-JÍL 20-21-MAY
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touch, implying that cognition needs the involvement of as many sensors as possible [1]. In response
to the topic of how individuals obtain information, Disterveg stated that it is only via sight. Pestalozzi
regards visibility as the sole foundation for any progress. Sensory cognition is limited to the visibility
of learning, which becomes a goal in itself. Rousseau integrated learning into nature. The youngster
is outside and can observe what he needs to learn and study firsthand. But, as V.I. Zagvyazinsky points
out, the "golden rule" of didactics has not exhausted the concept of visibility. It necessitates a proper
relationship between the concrete and the abstract, and thus includes a transition from the sensually
concrete, in which natural and pictorial visibility is widely used, to the abstract, in which conditional,
schematic, and symbolic visibility is essential, as well as the opposite transition from the abstract to
the concrete [2].
Conclusion.
Visibility is one of the core components of education. The visual picture emerges as
a result of the child's active cognitive activity. The pictures of representation and perception are
markedly different. They are more content-rich than perceptual pictures, but their clarity, brightness,
stability, completeness, and length of retention varied amongst children. The sharpness of the pictures
of representation may vary based on the child's unique talents, knowledge, level of imagination, and
the clarity of the original images of perception. Thinking analyses these representations, recognizes
fundamental qualities and links between distinct items, and so contributes to the formation of more
generalized, deeper mental pictures of cognizable memorized objects (lexemes), which is vital while
learning languages.
References:
1. Загвязинский В.И. Теория обучения: Современная интерпретация. – М.: Академия,
2001. – 192 с.
2. Загвязинский В.И. О современной трактовке дидактических принципов // Сов.
педагогика. – 1978. – № 10. – С. 66-72.
3. Занков Л. В. Наглядность и активизация учащихся в обучении. — М, 2000. – С. 92.
4. Марцинковской Т.Д. Психология развития: Учебник для студ. высш. психол. и пед.
учеб. заведений /Под ред.– М.: Издательский центр «Академия», 2001.
5. https://doi.org/10.5281/zenodo.14270415
6. https://ajird.journalspark.org/index.php/ajird/article/view/476
THE IMPORTANCE OF GAMIFICATION IN EDUCATION: ENHANCING STUDENT
ENGAGEMENT AND LEARNING OUTCOMES
Auezbaeva Sh.
The 1st-year Student,
Berdakh Karakalpak State University
Keulimjaeva G.K.
Scientific Adviser, EFL Teacher,
Berdakh Karakalpak State University
Annotation
: This paper examines gamification as an educational approach that incorporates
game elements into learning environments to enhance student motivation and engagement. The
research demonstrates that thoughtfully implemented gamification can address challenges in
contemporary education, including declining student interest and the need to develop 21st-century
skills. The paper reviews theoretical foundations, empirical evidence, implementation strategies
across educational levels, subject-specific applications, and the challenges that must be addressed for
effective gamification.
Keywords:
gamification, educational technology, student engagement, motivation, game-based
learning, badges, leaderboards, educational innovation, learning outcomes, student-centered learning.
STUDENTLERDI BIRLESTIRIW: XALÍQARALÍQ IZERTLEWLER HÁM PÁNLER BOYINSHA BIRGE
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Gamification—the application of game elements in non-game contexts—has emerged as a
powerful pedagogical approach in contemporary education. By incorporating elements such as points,
badges, leaderboards, and narrative components into learning environments, educators can
significantly
enhance
student
motivation,
participation,
and
knowledge
retention.
In recent years, gamification has become a significant innovation in educational methodology,
offering new strategies to address persistent challenges in teaching and learning. As traditional
educational methods sometimes struggle to maintain student interest in an increasingly digital world,
gamification presents opportunities to transform the learning experience by incorporating elements
that students naturally find engaging.
This study examines how game elements and mechanics can be effectively integrated into
educational contexts to enhance student motivation, participation, and learning outcomes across
various educational levels and subject domains.
Gamification refers to the application of game-design elements and principles in non-game contexts,
specifically education in this case. These elements include points, badges, leaderboards, challenges,
levels, rewards, and narrative frameworks that create a game-like experience within the learning
environment.
By leveraging these components, educators aim to tap into the same psychological drives that
make games compelling and redirect that engagement toward educational goals and objectives.
The effectiveness of gamification in educational settings is supported by several established
learning theories and psychological frameworks. Understanding these theoretical underpinnings is
essential for implementing gamification strategies that produce meaningful learning outcomes rather
than superficial engagement.
Self-Determination Theory (SDT), developed by Deci and Ryan, provides a particularly relevant
framework for understanding the motivational aspects of gamification. SDT identifies three
fundamental psychological needs that drive human motivation: competence, autonomy, and
relatedness.
Effective gamification addresses these needs by: Providing clear challenges that can be mastered
(competence); Offering meaningful choices (autonomy); Creating opportunities for social interaction
and community building (relatedness). [3, 112]
When these needs are satisfied, students are more likely to develop intrinsic motivation—engaging in
learning for the inherent satisfaction it brings rather than for external rewards.
Kapp expanded on these theoretical frameworks specifically in the context of educational
gamification, emphasizing that effective implementation requires more than superficial elements like
points and badges.
In his seminal work ‘The Gamification of Learning and Instruction’, Kapp argues that
meaningful gamification must incorporate elements such as story, challenge, and continual feedback
within a framework aligned with specific learning objectives. This perspective stresses that
gamification is not merely about making learning “fun,” but about strategically leveraging game
elements to enhance pedagogical effectiveness. [1, 73]
Healthy competition created through gamification encourages students to invest more effort
into their studies. For instance, when students see their names on a classroom leaderboard for
completing assignments quickly and accurately, they become more motivated to perform better.
This natural desire to excel among peers fosters a stronger commitment to learning. Moreover,
gamification makes daily educational tasks more appealing. A simple example can be observed in
language learning platforms like Duolingo, Kahoot, and Quizizz, where students receive badges for
completing lessons consistently. As a result, learners are encouraged to maintain consistent study
habits, reinforcing the idea that small achievements build up over time into major accomplishments.
STUDENTLERDI BIRLESTIRIW: XALÍQARALÍQ IZERTLEWLER HÁM PÁNLER BOYINSHA BIRGE
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Research by Deterding et al. highlights that gamification transforms repetitive or difficult tasks
into engaging challenges, making learning less stressful and more enjoyable. [2, 49]
Additionally, Marti Parreno et al. surveyed teachers' attitudes toward and actual use of gamification.
They found that, while many educators recognized its potential value, they often lacked the training,
time,
or
technological
support
needed
to
implement
it
effectively.
[4,
63]
This highlights the need for professional development and institutional support systems to help
teachers design and manage gamified learning experiences effectively.
Gamification represents a promising approach to addressing many challenges facing contemporary
education, from student engagement and motivation to the development of 21st-century skills.
The effectiveness of educational gamification depends on several key factors:
•
Alignment with learning objectives and pedagogical frameworks,
•
Balance between extrinsic and intrinsic motivational elements,
•
Adaptation to specific educational contexts and student characteristics,
•
Attention to potential equity concerns.
When these considerations are addressed, gamification offers educators powerful tools for creating
more engaging, effective, and student-centered learning environments. A well-designed gamified
approach can inspire students to develop persistence, discipline, and a lifelong love of learning.
References:
1.
Kapp, K. M. (2012).
The Gamification of Learning and Instruction: Game-based Methods
and Strategies for Training and Education.
2.
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to
gamefulness: Defining “Gamification.”
3.
Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs
and the self-determination of behavior.
Psychological Inquiry.
4.
Marti Parreno, J., Segui-Mas, D., & Segui-Mas, E. (2016). Teachers’ attitudes towards and
actual use of gamification.
5.
Тажиева, А., & Нурниязов , Н. (2024). Implementing cognitive approach into English
language learning classes. Преимущества и проблемы использования достижений
отечественной и мировой науки и технологии в сфере иноязычного образования, 1(1),
387–390. извлечено от https://inlibrary.uz/index.php/field-foreign-
education/article/view/32883
SEMASIOLOGY IN MODERN LINGUISTICS
Arzieva Hurliman
108 Group student
Karakalpak state University
Scientific adviser: Abdimuratova N.P.
Annotation:
This thesis investigates semasiology, a significant branch of linguistic semantics that
focuses on how words develop and convey meaning. It analyzes the interconnectedness between
semasiology and such linguistic phenomena as pragmatics, polysemy, metaphor, and figurative
language. The paper aims to highlight how meaning is shaped not only by linguistic form but also by
context, cultural conventions, and speaker intention.
Keywords:
Semasiology, meaning, polysemy, pragmatics, metaphor, figurative language.
Introduction:
Semasiology is a branch of linguistics that studies the meaning of words and
expressions from the standpoint of the word itself, as opposed to the concept or referent. It answers
