Russian Federation
Russian Federation
Russian Federation
The article is devoted to the study of gamification as an effective tool for enhancing the learning motivation of full-time university students within the digital educational environment. The theoretical foundations of gamification are examined, including motivational models, flow theory, and behavioral approaches that explain the impact of game elements on student engagement. The empirical part is based on a sociological survey conducted among 147 students of the Omsk branch of the Financial University under the Government of the Russian Federation, representing the following degree programs: “Business Informatics,” “Financial Management,” “Public and Municipal Administration”, “Finance and Credit,” and “Accounting, Analysis and Auditing.” The results show that most students perceive gamification as a positive factor that increases engagement, discipline, and interest in coursework. However, the implementation of gamification within the branch remains inconsistent and largely depends on individual instructors. The study confirms the necessity of systematically integrating gamification into academic programs and provides recommendations for its further development.
gamification, digital educational environment, student motivation, game mechanics, digitalization of education, higher education, student engagement
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