INTEGRATING GAMIFICATION INTO THE LEARNING PROCESS: ENHANCING INTELLECTUAL LEISURE AND PSYCHO-EMOTIONAL WELL-BEING OF CHILDREN

Abstract

The purpose of this article is to provide a scientific rationale for the potential of gamification in the learning process through the use of board games as a tool for developing children’s intellectual leisure, as well as to analyze their impact on students’ psycho-emotional state. The research methodology is based on a comprehensive analysis of national and international scientific sources, generalization of pedagogical experience, and empirical data obtained during the implementation of a large-scale educational project by the NGO Batkivska Spilka in cooperation with Lord of Boards LLC with the support of the Government of Japan and UNESCO, which involved more than 160,000 children aged 7–17. The scientific novelty lies in the integrated approach to gamification as a means of simultaneously developing cognitive, communicative, social, and emotional competencies combined with cultural and educational objectives. Practical examples are presented of adapting game mechanics and components of board games (Journeys Through Milestones of History, Platypus, Borscht) to educational goals, as well as survey data from parents, teachers, and children confirming the positive impact of game-based practices on learning interest, teamwork skills, reduced anxiety, and improved emotional well-being. The findings indicate that systematic use of board games in the educational process enhances motivation, cognitive activity, and social interaction, while creating conditions for preserving mental health and fostering the harmonious development of the individual in today’s educational environment.