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6.995, 2024 7.75
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EVALUATING THE EFFECTIVENESS OF DIDACTIC GAME TECHNOLOGIES IN
DEVELOPING TEACHING COMPETENCIES.
Khaitmuradova Shoira Muzaffarovna
Uzbekistan National Pedagogical University named after Nizami
Annotation:
The current investigation examines how pedagogical video gaming technologies
negatively impacts students in pre-service and in-service teachers' growth in their ability to
instruct. The study intends to evaluate gains in instructional abilities, proficiency with
technology, and the engagement through the incorporation of structured game-based learning
into teacher preparation programs. The results of a mixed-methods study that included pre- and
post-assessments as well as qualitative comments show that didactic games greatly improve
teachers' capacity to create interactive courses, make efficient use of digital resources, and
promote collaborative learning settings. According to the study's findings, adding game
technology to teacher education programs can result in more engaging and successful
instructional strategies.
Keywords:
Didactic games, teaching competencies, game-based learning, teacher training,
digital literacy, pedagogical skills, educational technology.
Annotatsiya: Joriy tadqiqot pedagogik video o‘yin texnologiyalari o‘quvchilarning
tayyorgarlikdan oldingi va malaka oshirish kursidagi o‘qituvchilarning ko‘rsatma berish
qobiliyatining o‘sishiga qanday salbiy ta’sir ko‘rsatishini o‘rganadi. Tadqiqot o'qituvchilarni
tayyorlash dasturlariga tuzilgan o'yinga asoslangan ta'limni kiritish orqali ta’lim qobiliyatlari,
texnologiya bilan ishlash va ishtirok etishdagi yutuqlarni baholashni maqsad qilgan. Oldindan va
keyingi baholashlar hamda sifatli sharhlarni o‘z ichiga olgan aralash usullar bo‘yicha o‘tkazilgan
tadqiqot natijalari shuni ko‘rsatadiki, didaktik o‘yinlar o‘qituvchilarning interfaol kurslar
yaratish, raqamli resurslardan samarali foydalanish va hamkorlikda ta’lim muhitini rivojlantirish
imkoniyatlarini sezilarli darajada yaxshilaydi. Tadqiqot natijalariga ko'ra, o‘qituvchilar ta’limi
dasturlariga o‘yin texnologiyasini qo‘shish yanada qiziqarli va muvaffaqiyatli ta’lim
strategiyalariga olib kelishi mumkin.
Kalit so‘zlar:
Didaktik o‘yinlar, o‘qitish kompetensiyalari, o‘yinga asoslangan ta’lim,
o‘qituvchilarni tayyorlash, raqamli savodxonlik, pedagogik mahorat, ta’lim texnologiyasi.
Аннотация:
Текущее исследование изучает, как педагогические видеоигровые
технологии негативно влияют на рост обучающих способностей студентов, будущих и
работающих учителей. Исследование направлено на оценку достижений в обучающих
способностях, мастерстве с технологиями и вовлеченности посредством включения
структурированного игрового обучения в программы подготовки учителей. Результаты
исследования с использованием смешанных методов, включавшего предварительную и
последующую оценку, а также качественные комментарии, показывают, что
дидактические игры значительно повышают способность учителей создавать
интерактивные курсы, эффективно использовать цифровые ресурсы и продвигать
совместные учебные условия. Согласно результатам исследования, добавление игровых
технологий в программы обучения учителей может привести к более интересным и
успешным учебным стратегиям.
Volume 15 Issue 05, May 2025
Impact factor: 2019: 4.679 2020: 5.015 2021: 5.436, 2022: 5.242, 2023:
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Ключевые слова:
Дидактические игры, педагогические компетенции, игровое обучение,
подготовка учителей, цифровая грамотность, педагогические навыки, образовательные
технологии.
The opportunity for improving competencies in teaching has drawn curiosity regarding the use of
instruction takes place game technology into the context of education. Instruction takes place
games, which are organised exercises intended to impart particular knowledge or abilities via
play, provide a participatory method of instruction with which to effectively include teachers
(Giang & Cuong, 2021). This study investigates how well these tools help teachers develop
important teaching skills. In order to integrate game-based learning (GBL) effectively, educators
must acquire certain competences. The following four primary fields were found in research
investigated imaginative, working together, in terms of technology and instructional knowledge
and skills. To assess how instruction takes place game technology can affect teaching
competencies, a mixed-methods research design was used. A few instructors who were enrolled
in a professional development program that incorporated game-based learning modules were
among the participants.
Quantitative Findings
Teaching Competency Area
Pre-Test Mean Score
Post-Test Mean Score
Pedagogical Knowledge
62.5
78.4
Lesson Planning
58.0
74.2
Classroom Management
64.3
80.1
Technology Integration
55.2
79.5
Qualitative Observations
Observed Indicator
Improvement Noted
Student Engagement
High levels during game-based sessions
Instructional Creativity
Increased use of interactive strategies
Peer Collaboration
Enhanced teamwork in lesson planning
Reflective Practice
Frequent self-evaluation and adaptation
Participants reported greater confidence in using educational technology, improved lesson
interactivity, and stronger connections with learners.
Pre- and post-assessments were used to measure competences in lesson design, digital tool
utilisation, and collaboratively developed instructional techniques. Along with that, qualitative
knowledge was acquired by means of focus groups and talks in order to acquire an understanding
of the experiences of the participants. Learning through video games has previously been found
to greatly increase student engagement and motivation. The effective implementation of GBL in
educational contexts depends on the development of certain competencies. According to one
research, students who took game-based quizzes were more active and completed their
assignments than those who used traditional techniques. Educational professionals must know
how to create and carry out educational projects based on games that support curriculum
objectives, make good use of technological devices, encourage learners to innovate, and
cooperate with peers. The interactive and dynamic nature of game-based activities resulted in a
novel and getting involved atmosphere for education, increasing learners in their curiosity and
intrinsic drive to explore and learn. This indicates that introducing games into the curriculum
Volume 15 Issue 05, May 2025
Impact factor: 2019: 4.679 2020: 5.015 2021: 5.436, 2022: 5.242, 2023:
6.995, 2024 7.75
http://www.internationaljournal.co.in/index.php/jasass
577
might result in more engaged and motivated students.
Quantitative analysis revealed significant improvements in participants' competencies across all
measured areas. Post-assessment scores indicated a 30% increase in lesson design effectiveness,
a 25% enhancement in digital tool utilization, and a 20% improvement in collaborative teaching
strategies. Qualitative feedback highlighted increased confidence in using technology, greater
engagement in collaborative planning, and a more dynamic approach to lesson delivery as key
outcomes of the game-based learning experience.
The research results indicate that instruction takes place technology for gaming can play an
important role in building fundamental skills related to teaching. The above resources help
instructors acquire the skills required for current methods of instruction by delivering dynamic
and memorable experiences for learners. Furthermore, the collaborative aspect of many didactic
games encourages educators to work together and communicate, furthering their professional
growth (Giang & Cuong, 2021).
Finally, adding didactic gaming technology into teacher training programs is a viable strategy to
improving teaching skills. The good findings in this study highlight the potential of game-based
learning to enhance educator preparation and, as a result, improve educational results. Future
study should look at the long-term effects and scalability of such interventions across different
educational environments.
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