DIDACTIC POSSIBILITIES OF GAME TECHNOLOGIES IN MASTERING ABSTRACT CONCEPTS IN OPTICS
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2026
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| author | NURLANOVA AIGERIM RYSTYGULOVA VENERA BOTABAEVNA |
| author_facet | NURLANOVA AIGERIM RYSTYGULOVA VENERA BOTABAEVNA |
| contents | <p><em><span lang="EN">The article explores the didactic possibilities of using game technologies in mastering abstract concepts found in the optics section of the high school physics course. It is argued that the theoretical and model nature of optical phenomena complicates students' conceptual understanding. The study was conducted using a quasi-experimental method, comparing the learning outcomes of the experimental and control groups of 8th graders. The experimental group used interactive quizzes, virtual laboratories, simulations, and group game elements. The results of the pre-test and post-test showed that game-based learning increases the quality of education. Statistical analysis confirmed the significant difference between the groups. The survey results revealed an increase in students' learning motivation and cognitive activity. The results of the study show that game technologies are an effective pedagogical tool that reduces conceptual errors in optics and contributes to the systematic acquisition of knowledge.</span></em></p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_19335882 |
| institution | Zenodo |
| language | |
| publishDate | 2026 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | DIDACTIC POSSIBILITIES OF GAME TECHNOLOGIES IN MASTERING ABSTRACT CONCEPTS IN OPTICS NURLANOVA AIGERIM RYSTYGULOVA VENERA BOTABAEVNA optics, game technologies, conceptual errors, conceptual understanding, gamification, physics teaching <p><em><span lang="EN">The article explores the didactic possibilities of using game technologies in mastering abstract concepts found in the optics section of the high school physics course. It is argued that the theoretical and model nature of optical phenomena complicates students' conceptual understanding. The study was conducted using a quasi-experimental method, comparing the learning outcomes of the experimental and control groups of 8th graders. The experimental group used interactive quizzes, virtual laboratories, simulations, and group game elements. The results of the pre-test and post-test showed that game-based learning increases the quality of education. Statistical analysis confirmed the significant difference between the groups. The survey results revealed an increase in students' learning motivation and cognitive activity. The results of the study show that game technologies are an effective pedagogical tool that reduces conceptual errors in optics and contributes to the systematic acquisition of knowledge.</span></em></p> |
| title | DIDACTIC POSSIBILITIES OF GAME TECHNOLOGIES IN MASTERING ABSTRACT CONCEPTS IN OPTICS |
| topic | optics, game technologies, conceptual errors, conceptual understanding, gamification, physics teaching |
| url | https://doi.org/10.5281/zenodo.19335882 |