Russian Federation
Russian Federation
VAK Russia 5.2.3
VAK Russia 5.2.4
VAK Russia 5.2.5
VAK Russia 5.2.6
VAK Russia 5.2.7
UDC 331
This paper offers a theoretical examination of gamification as a systemic trend in higher education, with a specific focus on managerial training for the consumer cooperative sector. Drawing on a comparative analysis of international pedagogical models-ranging from German digital didactic labs and U.S. Web 2.0 transnational learning to Spanish ICT-enhanced motivation studies-the study conceptualizes gamification as a multi-level, hierarchically embedded phenomenon. An experimental project, conducted in collaboration with business partners, included a survey among faculty and students, revealing a pronounced conceptual gap between the acknowledged importance of game-based learning and its inconsistent classroom application. The findings highlight significant structural barriers, notably time scarcity and excessive teaching loads, alongside a generational perception divide: digital-native students (generations Y and Z) perceive gamified activities as far more sporadic than their instructors (generation X) believe. Theoretically, the paper refines the terminological framework of gamification within cooperative education and argues that its current fragmented deployment fails to unlock the full potential for developing both soft and hard skills. The sustained student demand for business games and case-based formats underscores the need to move from isolated gamified elements towards a coherent, technology-enhanced ludic pedagogy. The study contributes to the discourse on digital didactics by outlining a structured pathway for integrating game mechanics into university-wide management training, emphasizing faculty motivation, methodological advancement, and cross-institutional dissemination of best practices.
gamification in education, ludic pedagogy, digital didactics, generational perception gap, cooperative management training, systemic approach, student motivation
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