MODERN CONCEPTS OF GAMIFICATION IMPLEMENTATION IN THE TRAINING SYSTEM FOR TEACHERS OF THE UKRAINIAN AND ENGLISH LANGUAGES

The article clarifies that for the young people of the Zoom generation who have grown up in the age of the Internet, have unlimited access to any information and since childhood have been using digital technologies, classical higher education cannot provide everyone with necessary competencies and soft-skills by traditional methods. The study has defined that gamification is the introduction of computer games into educational activities, adding game elements to increase visualization, motivation training and, accordingly, the level of mastery of theoretical material, i.e. feedback with a student. It has been proved that gamification helps identify a leader and determine the level of training of an education seeker on this or that question (subject); unite students with a common language literary idea and direct all their efforts to its disclosure and representation; reduce the level of conflicts, and increase effectiveness of the educational process. The following components of the gamified process (user; accumulated points; game levels; ranking of participants; badges), forms (competitive, victorious and aesthetic) and services for introducing gamification into the education system (Alice, Scratch, Studio Code; CodeSchool; MotionMathGames; Mathematics; Spongelab; Kahoot!; Zombie-BasedLearning; MinecraftEdu; World of Classcraft (WoC); WildInternetWoods) have been characterized. The prerequisites for the implementation of the gamification method, to which the level of theoretical training of students, educational content, motivation of students of higher education to perform certain tasks, a level development of mental processes (thinking, perception, memory, attention, imagination and etc.) have been analyzed. The system of tasks, a quality control of which is organized by using games developed with the help of online Wordwall service has been developed and presented. The effectiveness of the implementation of the gamification method into the process of training of future teachers of the Ukrainian and English languages, which convincingly is represented by the diagram has been proved.


Introdução
In the times of the rapid development of IT technologies, institutions of higher education should create proper conditions for students, who already have a high level of mastery of digital technologies from school. For the young people of the Zoom generation (who were born since 2005 and who have entered higher education institutions this year) who grew up in the age of the Internet, have unlimited access to information and have been using digital technologies since childhood, classical higher education cannot provide sufficient competence and softskills with the help of traditional methods. So, computer games are a trunk form entertainment, and, therefore, should become the basis of the educational process.
The other reasons for the search and implementation of the innovative teaching methods have become the world pandemic and the war that forced blended learning to combine/completely switch to remote one in Ukraine.
The aim of the article is to theoretically substantiate the peculiarities of using the method of gamification in the scientific space, analyze the specifics of the implementation of this method into the educational process for the training of future teachers of the Ukrainian language and literature and represent the results of a formative experiment.
The objectives of the article are the following: to analyze the phenomenon of "gamification" in theoretical studies of both foreign and Ukrainian researchers; to find out the components, forms, services for introducing gamification into the educational system; to offer the system of exercises using gamification elements and to analyze the effectiveness of its implementation into the training system of future teachers of the Ukrainian language and literature. Ukrainian scientists claim that the professional competencies of a tourism specialist are formed based on the search for a new paradigm in the socio-cultural environment (Pletsan, K., 2018), and the role of creativity in preserving historical and cultural heritage remains unchanged (Pletsan, K., Aksakova, N., Voropayeva, T., Ziakun, A. & Poberezhets, H., 2021).
Scientists claim that gamification is a powerful and effective tool for effective learning of educational material.

Methods
The methods of the research are the following: -theoretical -the study, analysis and synthesis of linguistic, pedagogical and linguodidactical sources on the researched problem; the methods of comparative analysis, synthesis, abstraction, generalization, classification and systematization, forecasting, design to clarify the state of research and development of the problem, definition of fundamental concepts, theoretical and methodological principles of intelligence, which became the basis of the methodological system of gamification implementation into the training of future teachers of the Ukrainian and English languages; -empirical -conversations with students and teachers; questionnaires and testing; observation of the educational process, the analysis of curricula and work plans and programs, educational and methodological complexes to clarify the need for experimental research and to create a methodological system of the gamification implementation into the training of future teachers of Ukrainian and English; a pedagogical experiment (ascertaining and forming stages) for testing and checking of efficiency of the offered methodical system; Conhecimento & Diversidade, Niterói,v. 15,n. 37 Abr./Jun. 2023.

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-statistical -the analysis of experimental data, their comparative characteristics; determining gamification implementation into the training of future teachers of Ukrainian and English.

Highlighting of the current research problems
Internet technologies have become an integral part of a modern student of higher educational establishment, as total computerization has invaded both his personal life and the educational process. Therefore, in our opinion, language learning at the current stage should be subordinated to the gamification method embedded in traditional forms of work, because, as O. Pasichnyk emphasizes, "in a game form, a person gains the necessary experience, explores the limits of what is possible, and gets the right to make a mistake, because there is always an option to start the game again. The real value of gamification is that the game principle contributes to the creation of a conscious learning experience" [1]. It should be emphasized that according to the studies represented in 'Forbes' magazine, out of the five trends that make it possible to radically change education, four of them (personalization, gamification, interactive textbooks, learning through video games) belong to gamification [2]. The gamification method turns work into an exciting activity, where the completion of tasks is rewarded with incentives, prizes, points, etc. The student learns by playing, his attention, imagination, thinking, perception and speech are activated. It is with the help of gamification that the motivation of the student's educational activity increases, the skills of working in groups are formed, and the activity of independent work increases.
In domestic and foreign studies, we find a large number of interpretations of this methodical phenomenon. According to the scientific research, the term "gamification" was used by the British consultant N. Pelling in 2002 to describe the start-up consulting service ConundraLtd, emphasizing the application of accelerated interface design for games for the rapid implementation of electronic transactions [3]. H. Zickermann and J. Linder note that it is the process of using game thinking Conhecimento & Diversidade, Niterói,v. 15,n. 37 Abr./Jun. 2023.

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and mechanics to engage the audience and solve problems [4], noting that it enables the acquisition of experience that creates the necessary meaning and motivates. We are impressed by K. Kapp's opinion, who explains that gamification is the use of the principles of game mechanics, aesthetics and thinking, and the basis is the involvement of students in learning, its activation, increasing motivation for the learning process [5]. We also draw attention to the findings that this is a method of So, the conducted investigations convince us that gamification is the introduction of computer games into educational activities, the addition of game elements to increase visualization, learning motivation and, accordingly, the level of mastery of theoretical material, that is, feedback from the student. Gamification helps identify a leader and determine the level of training of an education seeker on a particular issue (subject); unites students with a common linguistic and literary idea and directs all their efforts to its disclosure and representation; makes it possible to reduce the level of conflicts, increases the effectiveness of the educational process.
S. Pereyaslavska, O. Smagina offer the following components of the gamified process, which include: the user (participant in the educational process); tasks provided for completion; cumulative points -the result of completed tasks; game levels that participants must pass; ranking of participants according to their achievements during the game (achievement scale, total score, final score, rating); badges that are an award for each completed level [15]. Scientists attribute the last components to the mechanics of the gamification process, finding out that it is a "challenge (goal to achieve); tasks, tests; cooperation (working on errors, mutual assistance during problem solving); feedback (information about the player's progress); accumulation of resources (indicators of knowledge); rewards (points, awards, badges, virtual currency); victory status (achievement scale, total score, current knowledge score including bonuses, final score, rating)" [15]. The gamified learning process, according to S. Pereyaslavska and O. Smagina, can be based on all these components at the same time, and on individual combinations of its elements Zimmerman are convinced, are also risk -the urge to certain actions and the search for the right answers; uncertainty -the lack of understanding of the correctness of the answer up to the moment of its clarification; emotionality -the formation of happiness, confusion, excitement, satisfaction or disappointment [11].
Therefore, to organize and conduct computer games, the teacher should think over the tasks to be performed, develop a monitoring and evaluation system, determine the difficulty of the levels, think through and represent the reward system. It is important, in our opinion, to take into account the psychological readiness of the student to use this method of education.
Within the scope of our research, we consider it necessary to refer to the studies of K. Werbach and D. Hunter, who propose six steps for the successful implementation of gamification, namely: 1) a specific, measurable, achievable, Conhecimento & Diversidade, Niterói,v. 15,n. 37 Abr./Jun. 2023.

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information and cloud technologies, mobile applications, gadgets, etc. [18]. We believe that a clearly defined goal of the game process, specifically defined tasks, control over the actions of the participants and close feedback will contribute to achieving a high result of acquiring language knowledge. As for the tasks, they should be made more difficult from lesson to lesson, educational videos should be interspersed, and learning and entertainment should be dosed in combination. The system of stimulating students who get pleasure from the game, learning, repeating or summarizing the theoretical material of the lesson will also be important. In

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-Kahoot! (https://kahoot.com/) is a free online service for creating interactive educational games.  So, gamification is a learning method that promotes the interest of students due to the non-standard solution of educational tasks, the spirit of risk and victory, the accumulation of awards, which are indicators of the success of high school students in the process of learning any theoretical material. In the process of using the gamification method, the level of theoretical training of students, the educational content, the motivation of students of higher education to perform certain tasks, the level of development of mental processes (thinking, perception, memory, attention, imagination, etc.) should be taken into consideration. In previous investigations, the clarification of the theoretical foundations of the essence of lexicological competence made it possible to determine that it is " the level of mastery of lexical means of speech in accordance with the situation of speech, deep understanding of word semantics, conscious enrichment of vocabulary and the ability to apply knowledge in practice according to the communication situation ' [22]. In this article, we aim to propose an experimental method of forming lexicological sub-competence by implementing the methods of web-quests and gamification.

GAMIFICATION
The methodology is represented in the form of a final lesson consisting of the following resources: 1. Linguistic studies (a brief description of the linguistic phenomenon and a link for additional information on the Internet).

Information and communication support (presentations, media texts,
video plots, word tags, etc.).

Game components.
In the scientific work, we represent an example of the following resources such as "Visual support", "Information and communication support", "Practical tasks" and "Game components" in their close relationship. The games are developed using the online service Wordwall.

Task 1.
Understand what "concept" means with the help of QR codes (QuickResponse) -a two-dimensional bar code that offers and recognizes Liliіa Ruskulis Rymma Maiboroda Inna Rodionova Andriy Gurduz Lidiia Aizikova Olha Mkhytaryan information using the camera on a mobile phone, performing its lexicographical characteristics. Task 2. After following the suggested links, perform a lexicographic analysis of the lexeme "woman" according to the "Dictionary of the Ukrainian Language" The work was organized using the game "Wheel of Fortune" (Fig. 1) Inna Rodionova Andriy Gurduz Lidiia Aizikova Olha Mkhytaryan gender; wife relative to marital status. It is the dominant of the synonymous series to which it belongs. Accordingly, the concept of "Woman" belongs to the key concepts of the culture of any people. Task 3. Name the modern writers in whose works the main character is a woman, and take part in an associative experiment by answering the question: What associations (feelings, ideas, thoughts, images) arose while reading this or that novel?
Give a list of the used literature in two forms: "List of references" (a regular list of references) and "References". "References" is the list of sources made in the Roman alphabet in the APA style (APA StyleReferenceCitations).
After analyzing the qualitative data of the associative experiment (among 50 selected respondents), we found the ambiguity of the studied data. So, we believe that they should be divided into several categories (according to the roles performed by a woman): a woman and a society, a woman and a man, a woman and a family.
The results of the experiment are the following: to the first associative group we include: "realized", "strong", "militant", "freedom loving", "military", "average", "virtuous", "unbreakable", "purposeful"; the second group includes such words as "beloved", "beautiful", "pretty", "sweet", "weak", "patient", "impregnable", "real", "dreamy", "elegant", "fatal"; to the third group the following words are added: "faithful", "caring", "naive", "brave", "determined". The conducted associative experiment (free, an application of the order of arbitrary associations is without restriction on the reaction) proves that the meaning of the concept "woman" opens up during greater knowledge and rethinking, especially if we are talking about the ethical coordinates of the 21st century.
In order to test the acquired knowledge, we organize the game "Associative matching" (Fig. 2), the essence of which is to compare associative groups with lexemes that represent them.  The checking of the completed task was carried out with the help of the game "Airplane" (Fig. 3), the main task of which was to correctly determine the geographical points (countries, cities) where the production of this or that model of footwear was invented and started to be used. The proposed game is designed to enrich the vocabulary of the future teachers of the Ukrainian language and literature with the names of clothing elements (shoes), in particular, those which are common among the today's youth.
In addition, future teachers of English learn the peculiarities of pronunciation and writing of the topographic names.
Task 6. Watch the meditext "Lifehack in Ukrainian. Words of foreign origin" using the link: https://www.youtube.com/watch?v=vf-Zvt6-mSo. Make a vocabulary list of words of foreign origin that you use in your own speech. Give an explanation to them. If possible, find Ukrainian counterparts to these words. Become a participant of the "Lexical Borrowing" game. The game "Lexical matches" involves the selection of the Ukrainian words to the words of a foreign origin. Game participants must drag key words to their definitions. The proposed exercise is aimed at deepening the students' knowledge on the topic "Words of the Ukrainian language by origin: actual Ukrainian and borrowed vocabulary". Working with the text enables students to analyze the foreign vocabulary that has actively entered our everyday speech. Viewing the video story "Lifehack in Ukrainian. Words of foreign origin" allows you to familiarize yourself with the information about the use of foreign origin words. The game "Lexical matches" is designed to deepen and test the knowledge of education seekers about the words of a foreign origin and to convince them of the need to choose a Ukrainian counterpart.
Thus, in our opinion, the developed and proposed exercises are aimed at effective formation of lexicological competence of future teachers of the Ukrainian language and literature. The selected texts contain the necessary lexical material for processing. We have foreseen the active introduction of information and communication technologies. In particular, familiarization with the whole texts is provided by the link to the entire network, vocabulary work is practiced with a mental map with QR codes; the discussion of the text material is accompanied by the Liliіa Ruskulis Rymma Maiboroda Inna Rodionova Andriy Gurduz Lidiia Aizikova Olha Mkhytaryan demonstration of media texts, presentations, mental maps, etc., which is necessary and of primary importance during the implementation of mixed forms of education.
The main purpose of the developed games is to check the acquired knowledge of students on the topic "Lexicology". For each game, a link and an access QR code are provided, the progress of the game is represented in the pictures.
After conducting the formative experiment, a control experiment was made.
The results of ascertaining and formative experiments are shown in the diagram.
The diagram (Fig. 7) shows the academic performance of students before and after using the gamification. 48 students of specialty 014. Secondary education.

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The conducted experiment proved the effectiveness of the implementation of the gamification method in the process of training of future teachers of the Ukrainian and English languages, which is convincingly represented by the diagram.

Conclusions
The conducted research made it possible to state that one of the leading tasks of modern institutions of higher education is the provision of quality educational services. It is necessary to form professional competences of educational components according to the innovative approaches, laws, principles, methods and teaching aids. Because of the fact that computer games are the leading part of the activity for the modern generation of higher education seekers, their adaptation to the process of learning and practical activity in practical (laboratory) classes becomes very important.
In the research process, we found out the theoretical foundations of gamification as the teaching method in the works of both foreign and Ukrainian scientists; found out the components, forms, services for introducing gamification into the educational system; proposed a system of exercises for the formation of lexicological competence with the use of gamification elements.
The conducted formative experiment proved that the students had studied the training courses, where the gamification method was used, with great interest, and the results of the formation of lexicological competence were significantly higher than in the groups in which the method was not implemented. Emotional results of the usage of this method contributed to increasing the level of perception and mastery of Ukrainian and English, the development of spatial imagination and reaction, motivation, attitude to the subject and satisfaction with the learning process. So, gamification makes the educational process in higher educational establishments exciting and interesting, develops the creative abilities of higher education seekers.