DIGITAL GAMIFICATION AS A MEANS OF INCREASING STUDENTS' MOTIVATION AND COMMUNICATIVE ACTIVITY

Abstract

This article examines digital gamification as a pedagogical means of increasing students' motivation and communicative activity in the context of foreign language learning. The relevance of the topic is determined by the growing role of digital educational platforms, interactive feedback and student-centred learning trajectories. The purpose of the study is to substantiate the methodological potential of digital gamification and to demonstrate how its effectiveness can be evaluated through pre- and post-diagnostics. The theoretical part analyses Kazakhstani, Russian-language and international literature on digital education, game technologies, gamification tools, motivation and communication in language learning. The practical part of the research was conducted at Samara State Agrarian University. The empirical part is presented as a model quasi-experimental pilot design with an experimental group and a control group. In the experimental model, students complete communicative tasks through points, levels, badges, quests, team missions and immediate digital feedback, while the control group studies the same content in a traditional format. The Results section demonstrates the calculation of Cohen's d for motivation and communicative activity. The model data show a large effect size in the experimental group, indicating that well-designed digital gamification can strengthen students' involvement, reduce communicative anxiety and increase the frequency of meaningful interaction in class. The article concludes that digital gamification is effective when game elements are subordinated to clear learning outcomes and are combined with reflection, collaboration and criterion-based assessment.