GAME TECHNOLOGY IN THE PROCESS OF TEACHING PHYSICS

Abstract

Abstract. The article examines the effectiveness of using game-based technologies to develop subject competence among 9th-grade students enrolled in the NIS Programme during physics lessons. A systematic analysis of domestic and international scientific literature on educational games was conducted, and practical experience in implementing game-based methods in the educational process was summarized. The main stage of the study was a pedagogical experiment aimed at investigating the impact of game-based technologies on the quality of learning and students’ engagement in academic activities.

The results of the experiment showed that the use of game-based methods increases student engagement, stimulates active participation in lessons, promotes conscious understanding of the lesson topic, and improves academic performance compared to traditional approaches. Game technologies increased the number of students who successfully mastered the material and positively influenced their motivation to further study physics, as well as the development of critical thinking and independent analytical skills. Data analysis confirmed that game-based methods contribute to the development of key competencies, foster creative thinking, encourage a critical approach to solving educational tasks, and sustain students’ interest in the subject.

The study’s findings confirm the advisability of integrating game-based technologies into physics lessons, which enhances knowledge quality, activates learning activities, and fosters motivation for deeper engagement with the subject. The article provides practical value for physics teachers, NIS Programme educators, and students of pedagogical universities interested in effectively using innovative teaching methods to develop students’ competencies.