Viktoriia Savitska, Oksana Gomotiuk, Olena Stefanyshyn, Mohammad Rashid, Tomáš Lengyelfalusy , Stanislav Šurín

Educational Possibilities of Gamification in the Formation of Soft & Hard Skills among Students of Socionomic Professions

Introduction

Educational possibilities of gamification in the formation of soft & hard skills among students of socionomic professions. Explore gamification's role in developing soft and hard skills for socionomic profession students. Research shows it boosts engagement, adaptability, thinking flexibility, and professional growth.

Abstract

Aim. The purpose of the research is to establish a connection between the indicators of the effectiveness of soft and hard skills formation in students of socionomic professions through the use of gamification methods and to determine the impact of gamification on the development of individual soft and hard skills. Methods. The research methods are a content analysis of specialized literature, an online survey of students of socionomic professions using Google Forms, and a pedagogical experiment with comprehensive data processing. The research material consists of the empirical experience of gamification in developing soft and hard skills in students of socionomic professions, based on the creation of a virtual professional community f “School of Professional Growth,” during independent work. The interactive educational environment incorporates key components: game mechanics aligned with pedagogical outcomes, interactive tasks, and social interaction. Results. The results of the experiment confirmed the hypothesis: students in the experimental group showed increased interest in classes, were better adapted to non-standard situations, demonstrated flexibility of thinking, and improved their hard skills compared to the control group. Conclusion. The study reveals that gamification not only enhances student engagement and motivation but also fosters their professional growth by developing essential soft and hard skills for success in the socio-economic sphere. The integration within gamification of storylines, roles, characters, problem situations, and elements of unpredictability immerses students in professionally relevant situations, enhancing both their soft and hard skills.

Review

This study tackles the highly relevant and timely topic of leveraging gamification to cultivate essential soft and hard skills among students in socionomic professions. The authors clearly state their aim to establish a connection between gamification methods and the effectiveness of skill formation, while also identifying the impact on specific skills. A notable strength is the practical approach, which involved creating a virtual professional community, “School of Professional Growth,” for independent work. The abstract highlights key components of this interactive environment, including aligned game mechanics, interactive tasks, and social interaction, suggesting a well-thought-out application of gamification principles. The reported results, indicating increased student interest, better adaptation to novel situations, improved flexibility of thinking, and enhanced hard skills in the experimental group, point to the significant potential of gamification in fostering professional growth and engagement. While the proposed methods—content analysis, online survey, and pedagogical experiment—lay a foundational framework, the abstract's brevity leaves several crucial details undefined, hindering a full assessment of methodological rigor. For instance, the specific nature and scope of the content analysis are not elaborated, nor are the demographics or sample size of the online survey participants. Most critically, the pedagogical experiment lacks details regarding its design (e.g., duration, specific intervention mechanics, control group characteristics), the instruments used to measure the effectiveness indicators of soft and hard skills, and the "comprehensive data processing" techniques. Phrases like "increased interest" or "better adapted" require clear, quantifiable metrics for scientific validation. Without this specificity, it is difficult to ascertain the reliability and generalizability of the findings or to fully understand *how* gamification specifically led to these improvements. Despite these calls for greater methodological detail, the research addresses a critical need in modern education: preparing students for complex professional environments through innovative pedagogical strategies. The study's conclusion, positing that gamification enhances engagement, motivation, and professional growth through immersive storylines and problem situations, offers valuable insights for educators and curriculum developers in higher education. A comprehensive full paper would greatly benefit from providing granular detail on the experimental design, the precise measurement tools for skill development, and the statistical significance of the results. This would allow for a deeper understanding of the causal mechanisms at play and strengthen the evidence base for integrating gamification as a potent tool for holistic skill development in socionomic and other professional fields.

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