The problem and the aim of the study. Including game elements and digital services into the students’ cognitive activity are the current trends in the development of the didactic system. The designing of an interactive escape room as an organizational form of cognition and learning technology is one of the ways of gamification of the digital educational space. The authors investigate the problems of forming the high-demanded competencies through interactive quest games. These competencies are necessary for graduates to solve future professional tasks and for successful socialization.
Research methods. The analysis of fundamental scientific works on the problem of gamification in education and the usage of digital resources for forming high-demanded soft skills were used to obtain theoretical generalizations. The escape room was designed using modern interactive technologies. 48 students of specialty 44.03.01 Pedagogical education (31% of boys and 69% of girls) of Vyatka State University, Kirov, were involved in the designing of game areas for educational purposes. At the control stage of the experiment, the G-criterion was used to evaluate the changes in over-professional competencies being formed.
Results. The essence of the concept of an escape room has been clarified as a game space fully adapted to a specific story, and each single element of which is designed to respond to one common plot, including thematic tasks. The stages of designing and implementation of the escape room for educational purposes were described: determination of the system of planned results, over-subject competencies; development of the game scenario; reasonable choice of software and hardware support; correlation of the emotional and psychological component with the filling of the interactive educational space. The empirical value of Gemp=3<Gcr=9 (for p=0.01) obtained in the course of the experiment confirms that the shift towards improving the quality of learning after applying the proposed approach is not random.
In conclusion, the authors generalized the factors that provide the effective use of interactive resources of escape rooms to form the high-demanded soft skills: taking into account the peculiarities of game mechanics; professional aspirations and interests; students’ cognition style; correlation of actually formed soft skills with planned ones, etc.
Keywords: gamification, interactivity, game space, interaction, over-professional competences, professions of the future
For Reference: Vekua, N. N., Lubsky, A. A., Perevozchikova, M. S., & Folgerova, Ju. N. (2020). Peculiarities of forming high-demanded soft skills in the educational space of the escape room. Perspektivy nauki i obrazovania – Perspectives of Science and Education, 48 (6), 397-412. doi: 10.32744/pse.2020.6.31
Information about the authors:
Natalya N. Vekua (Russia, Sochi) - PhD in Philology, Associate Professor, Dean of the Faculty of History and Philology, Head of the Migrant Workers Testing Centre. Sochi Institute (branch). RUDN University. E-mail: firstname.lastname@example.org. ORCID ID: 0000-0001-5659-5881 Andrey A. Lubsky (Russia, Moscow) - PhD in Economics, Rector. Academy of Public Administration. E-mail: email@example.com. ORCID ID: 0000-0003-4728-4111 Marina S. Perevozchikova (Russia, Kirov) - PhD in Pedagogical Sciences, Associate Professor of the Department of Digital Technologies in Education. Vyatka State University. E-mail: firstname.lastname@example.org. ORCID ID: 0000-0003-1258-0690 Julia N. Folgеrоva (Russia, Kirov) - PhD in legal sciences, Associate Professor, Head of the Department of Civil Law and Procedure. Vyatka State University. E-mail: email@example.com. ORCID ID: 0000-0001-6980-278X