Abstract
This article examines the integration of gamification technologies into ProjectBased Learning (PBL) for teaching Russian as a foreign language in technical higher education institutions. Based on contemporary pedagogical research, the study analyzes the
didactic potential of gamified learning mechanics—such as points, digital badges, challenges, leaderboards, and narrative scenarios—in improving students’ professional Russian language competencies. An experimental model implemented in a group of engineering students demonstrated increased motivation, enhanced discipline-specific vocabulary acquisition, and improved communication skills in technical contexts. The article proposes a conceptual framework for combining gamification and PBL in Russian language education and outlines practical recommendations for educators.
The findings suggest that gamified PBL strengthens language immersion, fosters collaborative learning, and effectively aligns linguistic training with engineering-oriented professional tasks.
References
1. Reinders, H., & Wattana, S. (2015). Affect and willingness to communicate in digital game-based language learning. ReCALL, 27(1), 38–57.
2. Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining gamification. Proceedings of the 15th International Academic MindTrek Conference.
3. Gee, J. P. (2007). What Video Games Have to Teach Us About Learning and Literacy. New York: Palgrave Macmillan.
4. Thomas, J. W. (2000). A Review of Research on Project-Based Learning. San Rafael, CA: Autodesk Foundation.
5. Keller, J. M. (2010). Motivational Design for Learning and Performance: The ARCS Model Approach. Springer.
6. Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does Gamification Work? — A Literature Review of Empirical Studies. Proceedings of the 47th Hawaii International Conference on System Sciences.
This work is licensed under a Creative Commons Attribution 4.0 International License.