Keywords
digital training games
educational and developmental functions
basic step sequence
types of games
How to Cite
Abstract
The article discusses the importance of implementing digital training games within multimedia educational resources. It is mentioned that training games support activating the process of learning the educational materials by the users with their being represented in a game form. The user is able to consolidate their knowledge by participating in digital training games. These games should be a component of integral multimedia educational resource that may be implemented in the form of multimedia complexes, interactive courses, etc., with multicomponent contents containing multimedia handbooks, training video simulations, interactive tasks, hints and advice, interactive tests, relaxation elements, etc. Thus, digital training games are considered an essential structural and substantial element of multimedia educational resource. Within the framework of the article, the composition of training and development functions of the games are determined. The reasonability of the development and placement of instructions for digital training games is justified, and the sequence of steps that may be used for game development is provided. Types of training games, implementing which in multimedia educational resources is reasonable, are suggested. For the purpose of approbation of the suggested types of games, the experiment with the involvement of 4th-year students specializing in «Publishing and Printing» in the form of an established all-around semester task in the «Technologies of Electronic Publishing» subject in terms of development of multimedia educational resources containing digital training games has been conducted. The results have provided an opportunity to make sure that all the types of games have had practical implementation in the multimedia educational resources of various subjective profiles developed by the students (both for mastering complex moments of subjects and for activating their self-development and self-studies in various living environments). In the article, every type of game is illustrated with author-developed examples of their implementation by the students. The materials of this article may be considered as a source of information for developers of multimedia educational resources with game elements.
References
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