SERIOUS GAMES FOR PROFESSIONAL TRAINING AT THE INFORMATION, LIBRARY, AND ARCHIVE AFFAIRS
DOI:
https://doi.org/10.28925/2414-0325.2022.133Keywords:
serious games; game learning; higher education; competencies; value-oriented education; library work; archival work; game design in the teaching disciplinesAbstract
The purpose of the study is to evaluate the experience of implementing serious games into the educational process of a Ukrainian university, because of the impact of the International project “GameHub: cooperation between universities and enterprises in the gaming industry in Ukraine”. Based on this, the expediency of using serious games for the major 029 “Information, library and archival affairs” training as an element of value-oriented education is being substantiated. Examples of serious games are described, which have meaningful potential for training modern library and archive professionals. Games are classified according to hard and soft skills. It is shown that the educational principles of soft games correspond to the strategy of educational programs of the professional library and information sphere of the International Federation of Library Associations and Institutions. It has been found that the existing array of video games refers to the profession cursorily and is oriented towards universal values. Therefore, the relevant competencies' identification that are formed in players and the correspondence tables creation with learning outcomes determined by the standard of education in the specialty is a subjective and multi-interpretive process. Also shown that introducing serious games destroys the formalized relational system of competence education, creating a transition to value-oriented education. And so it changes the established picture of pedagogical education. The experience of implementing serious games into the educational process, because of the International project “GameHub: cooperation between universities and enterprises in the game industry in Ukraine” impact, was analyzed. According to the results of the survey of teachers and students of the department, obstacles that arise in introducing serious games into teaching educational disciplines were revealed. We planned recommendations for higher education teachers to overcome obstacles that arise in using game-based learning.
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