ONA TILI TA’LIMIDA SINFDAN TASHQARI ISHLARNI GAMIFIKATSIYA YONDASHUVI ASOSIDA TASHKIL QILISH

Normuminova Dilobar Nuriddinovna

Arxiv / №5.2 · 2026 / Maqola

ONA TILI TA’LIMIDA SINFDAN TASHQARI ISHLARNI GAMIFIKATSIYA YONDASHUVI ASOSIDA TASHKIL QILISH

Annotatsiya

O'ZBEKCHA

Mazkur maqolada ona tili ta’limida sinfdan tashqari ishlarni gamifikatsiya yondashuvi asosida tashkil etishning nazariy va metodik asoslari yoritilgan. Tadqiqotda o‘quvchilarning motivatsiya-sini oshirish, ularning nutqiy va ijodiy kompetensiyalarini rivojlantirishda o‘yin elementlaridan foydala-nish imkoniyatlari tahlil qilinadi. Muallif tomonidan gamifikatsiya asosidagi model ishlab chiqilib, u mini tajriba orqali sinovdan o‘tkazilgan. Natijalar o‘quvchilarning faolligi, mustaqil fikrlashi va ta’limga bo‘l-gan qiziqishi ortganini ko‘rsatadi.

Kalit so'zlar: gamifikatsiya, sinfdan tashqari ishlar, ona tili, motivatsiya, interaktiv metodlar, kom-petensiya.

РУССКИЙ

В данной статье раскрываются теоретические и методические основы орга-низации внеклассной деятельности по родному языку на основе геймификационного подхода. В ис-следовании анализируются возможности использования игровых элементов для повышения мо-тивации учащихся, а также развития их речевых и творческих компетенций. Автором разработа-на модель, основанная на геймификации, которая была апробирована в ходе мини-эксперимента. Полученные результаты показали повышение активности учащихся, развитие их самостоятель-ного мышления и интереса к обучению.

Ключевые слова: геймификация, внеклассная деятельность, родной язык, мотивация, интер-активные методы, компетенция

ENGLISH

This article examines the theoretical and methodological foundations of organizing extracurricular activities in native language education based on a gamification approach. The study analyzes the possibilities of using game elements to enhance students’ motivation and to develop their com-municative and creative competencies. The author proposes a gamification-based model, which was tested through a mini-experiment. The results demonstrate an increase in students’ activity, independent thinking, and interest in learning.

Keywords: gamification, extracurricular activities, native language, motivation, interactive me-thods, competence.

Maqola · PDF

PDF yuklab olish Yangi oynada ochish

Foydalanilgan adabiyotlar

Almisad B.M., Aleidan A.A. Gamification in education: Students’ perceptions and engagement. Education and Information Technologies. 2025, vol. 30, p. 1–15.
Csikszentmihalyi M. Flow: The psychology of optimal experience. New York, Harper, Row, 1990, 303 p.
Deci E.L., Ryan R.M. Intrinsic motivation and self-determination in human behavior. New York, Plenum, 1985, 371 p.
Deterding S., Dixon D., Khaled R., Nacke L. From game design elements to gamefulness: Defining “gami-fication”. Proceedings of the 15th International Academic MindTrek Conference. New York, ACM, 2011, p. 9–15.
Jonassen D.H. Learning to solve problems. A handbook for designing problem-solving learning environ-ments. New York, Routledge, 2011, 278, p. 2. Huotari K., Hamari J. A definition for gamification: Anchoring gami-fication in the service marketing literature. Electronic Markets, 2012, Vol. 27, № 1, p. 21–31.
Hamari J., Koivisto J., Sarsa H. Does gamification work? A literature review of empirical studies on gamification. Proceedings of the 47th Hawaii International Conference on System Sciences. 2014, p. 3025–3034.
Gee J.P. What video games have to teach us about learning and literacy. New York, Palgrave Macmillan, 2003, 225, p. 4. Seaborn K., Fels D.I. Gamification in theory and action: A survey. International Journal of Human-Computer Studies. 2015, vol. 74, p. 14–31.
Kapp K.M. The gamification of learning and instruction: Game-based methods and strategies for training and education. San Francisco: Pfeiffer, 2012, 336 p.
Kwon H.E., Özpolat K. The dark side of gamification. The impact of gamification on students’ satisfaction and performance. Computers & Education, 2021, vol. 165, Article 104140.
Stott A., Neustaedter C. Analysis of gamification in education. Surrey, Simon Fraser University, 2013, 36 p.

← Songa qaytish

[1] Almisad B.M., Aleidan A.A. Gamification in education: Students’ perceptions and engagement. Education and Information Technologies. 2025, vol. 30, p. 1–15.

[2] Csikszentmihalyi M. Flow: The psychology of optimal experience. New York, Harper, Row, 1990, 303 p.

[3] Deci E.L., Ryan R.M. Intrinsic motivation and self-determination in human behavior. New York, Plenum, 1985, 371 p.

[4] Deterding S., Dixon D., Khaled R., Nacke L. From game design elements to gamefulness: Defining “gami-fication”. Proceedings of the 15th International Academic MindTrek Conference. New York, ACM, 2011, p. 9–15.

[5] Jonassen D.H. Learning to solve problems. A handbook for designing problem-solving learning environ-ments. New York, Routledge, 2011, 278, p. 2. Huotari K., Hamari J. A definition for gamification: Anchoring gami-fication in the service marketing literature. Electronic Markets, 2012, Vol. 27, № 1, p. 21–31.

[6] Hamari J., Koivisto J., Sarsa H. Does gamification work? A literature review of empirical studies on gamification. Proceedings of the 47th Hawaii International Conference on System Sciences. 2014, p. 3025–3034.

[7] Gee J.P. What video games have to teach us about learning and literacy. New York, Palgrave Macmillan, 2003, 225, p. 4. Seaborn K., Fels D.I. Gamification in theory and action: A survey. International Journal of Human-Computer Studies. 2015, vol. 74, p. 14–31.

[8] Kapp K.M. The gamification of learning and instruction: Game-based methods and strategies for training and education. San Francisco: Pfeiffer, 2012, 336 p.

[9] Kwon H.E., Özpolat K. The dark side of gamification. The impact of gamification on students’ satisfaction and performance. Computers & Education, 2021, vol. 165, Article 104140.

[10] Stott A., Neustaedter C. Analysis of gamification in education. Surrey, Simon Fraser University, 2013, 36 p.