Iryna Bilous, Iurii Shcherbiak, Volodymyr Maslak, Roa'a Alnsour, Edward Zygmunt Jarmoch , Svetlana Hubková

Game-Based Technologies as a Tool for Developing Communicative Competence in Primary School Students within a Student-Centered Educational Context

Introduction

Game-based technologies as a tool for developing communicative competence in primary school students within a student-centered educational context. Explore game-based technologies' potential to develop communicative competence in primary school students. Learn how adapted games create an engaging, inclusive, and effective learning environment.

Abstract

Aim. The aim of the study is to determine the pedagogical potential of game-based technologies for developing communicative competence in primary school students, taking into account their individual psychological and sensory characteristics. Methods. The research methods include theoretical analysis (of scientific sources on communicative competence, game-based learning, developmental psychology), comparative review (of models by Dell Hymes, Michael Canale & Merrill Swain, Michael Halliday, Claire Kramsch), and empirical generalisation (of current international and Ukrainian practices in game-based learning). A typology of educational games was compiled (role-playing, dramatized, didactic), followed by the development of a model for adapting games to children’s individual characteristics (temperament, motivation, communication level, perception style). Specific examples of games and digital platforms (e.g., Wordwall, Toontastic, Classdojo) were analysed. Results. It was revealed that each type of game contributes to the development of certain components of communicative competence – linguistic, strategic, sociocultural, emotional. The adaptation model allows matching game formats to the Student’s personality profile, thereby increasing engagement, confidence, and social inclusion. Multimodal games enhance interaction through verbal and non-verbal means, while digital tools ensure differentiated learning paths. Conclusion. Game-based technologies serve as a powerful tool for developing communicative competence in primary education. Their correct adaptation provides an emotionally safe, inclusive, and interactive environment that supports both socialisation and language development in Students.

Review

This paper addresses a highly relevant and timely topic: leveraging game-based technologies to develop communicative competence in primary school students within a student-centered framework. The aim to determine the pedagogical potential while robustly considering individual student characteristics—including psychological and sensory profiles—is particularly commendable. The abstract clearly outlines a multi-faceted approach, combining a strong theoretical review with practical typology development and an innovative adaptation model, promising a valuable contribution to both pedagogical theory and practice in primary education. A key strength of this work lies in its comprehensive theoretical grounding, evident in the comparative review of prominent models of communicative competence by scholars such as Hymes, Canale & Swain, Halliday, and Kramsch. This demonstrates a deep understanding of the construct being addressed. The development of a typology of educational games (role-playing, dramatized, didactic) is practical and well-aligned with the study's goal. Furthermore, the subsequent adaptation model, which tailors game formats to individual student profiles (temperament, motivation, communication level, perception style), represents a significant methodological advancement. This personalized approach directly addresses the "student-centered" aspect, aiming to enhance engagement, confidence, and social inclusion, as well as ensure differentiated learning paths through multimodal and digital tools. The analysis of specific examples and digital platforms effectively grounds the theoretical discussion in actionable strategies for educators. While the abstract effectively presents the theoretical framework and the developed adaptation model, a full paper would ideally expand on the empirical generalisation of current international and Ukrainian practices, particularly detailing the unique contributions or challenges identified in specific contexts. The stated benefits of the adaptation model, such as increasing engagement, confidence, and social inclusion, are compelling. To further solidify its contribution, empirical validation of this model's effectiveness would be essential in a full study, demonstrating *how* this adaptation leads to these specific outcomes through robust quantitative or qualitative data. Despite these areas for deeper empirical focus, this abstract presents a rigorously conceived and highly promising approach, offering valuable guidance for educators and researchers aiming to foster communicative competence through innovative game-based learning.

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