=Paper=
{{Paper
|id=Vol-3104/paper173
|storemode=property
|title=Features of Introduction of Components of Gamification in the Course of Development of Constructive Strategies of Overcoming Youth’s Life Crises
|pdfUrl=https://ceur-ws.org/Vol-3104/paper173.pdf
|volume=Vol-3104
|authors=Hanna Varina,Viacheslav Osadchyi,Olga Goncharova,Serhii Sankov
|dblpUrl=https://dblp.org/rec/conf/icteri/VarinaOGS21
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==Features of Introduction of Components of Gamification in the Course of Development of Constructive Strategies of Overcoming Youth’s Life Crises==
https://ceur-ws.org/Vol-3104/paper173.pdf
Features of introduction of components of gamification in the
course of development of constructive strategies of overcoming
youth’s life crises
Hanna Varina 1, Viacheslav Osadchyi 1, Olga Goncharova 1 and Serhii Sankov 2
1
Bogdan Khmelnitsky Melitopol State Pedagogical University, 72300 Hetmanska St, 20, Melitopol, Ukraine
2
Tavria State Agrotechnological University, 72312 Bohdan Khmelnytsky Avenue, 18, Melitopol, Ukraine
Abstract
Information technology is becoming an integral part of the lives of modern youth, opening
wide opportunities for their use in various fields of public practice. The statistics presented in
the article on increasing the demand for products of the gaming IT industry update the search
for ways to implement components of gamification in the educational space in order to
optimize the process of professional development of a competitive specialist. The article
considers the introduction of gamification in the educational process of higher education
institutions in order to develop stress resistance of the individual, as a factor in choosing
constructive strategies for overcoming life crises in young. Based on the analysis of scientific
research, the concept of gamification is investigated. The advantages of using gamification in
the educational and psychocorrectional process are determined. The use of simulator games
with elements of augmented and virtual reality in the process of development of constructive
coping strategies of individual behavior in conditions of uncertainty and overcoming life
crises is substantiated. The article presents the experience of interdisciplinary research in the
framework of scientific cooperation between STEAM-laboratory, Laboratory of
Psychophysiological Research and Laboratory of Health Psychology of Bogdan
Khmelnytsky Melitopol State Pedagogical University. The paper describes in detail the step-
by-step empirical study on the introduction of gamification components and augmented and
virtual reality technologies in a comprehensive training program aimed at developing
resilience, emotional stability, as a predictor of constructive strategies for overcoming life
crises in young. The implementation of the experience is described in the implementation of
the ascertaining and shaping stages of the study. According to the results, it was found that
the implementation of a psycho-correctional program with elements of gamification helped to
increase the level of emotional stability and stress resistance of the individual.
Representatives of the experimental group, who underwent active training using gamification
elements and AR / VR technologies, in contrast to the control group, which did not undergo
training, showed significant changes in the choice of constructive strategies for overcoming
life crises.
Keywords 1
gamification, stress resistance, life crises, coping strategies for overcoming life crises,
simulation games, augmented reality technology, virtual reality technology.
1. Introduction
3L-Person 2021: VI International Workshop on Professional Retraining and Life-Long Learning using ICT: Person-oriented Approach, co-
located with 17th International Conference on ICT in Education, Research, and Industrial Applications: Integration, Harmonization, and
Knowledge Transfer (ICTERI 2021), October 1, 2021, Kherson, Ukraine
EMAIL: varina_hanna@mdpu.org.ua (A.1); osadchyi@mdpu.org.ua (A.2); goncharoo82@gmail.com (A.3); sanserg@i.ua (A.4)
ORCID: 0000-0002-0087-4264 (A.1); 0000-0001-5659-4774 (A.2); 0000-0002-1084-7112 (A.3); 0000-0001-9668-0167 (A.4)
© 2022 Copyright for this paper by its authors.
Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
CEUR Workshop Proceedings (CEUR-WS.org)
Trends in the development of modern society, enhancement of computer technologies,
globalization and informatization affect all spheres of social life, including higher education. The
significance, aim and mission of modern education is not just the acquisition of basic knowledge and
development of necessary competencies, it is the also a development of a cultural code, an
independent approach to the acquisition of new knowledge, cultural values, new forms and activities.
Information culture and awareness of the use of innovative augmented reality elements are some of
the most important and basic competences in the process of training of future specialists, who are
competitive, capable of self-realization, professional and emotional stability in the world of unstable
socio-economic conditions of society. The use of the opportunities of augmented reality and
simulation games in education and psychological practice can regenerate the process of visual
perception of necessary information, simultaneously involving person’s cognitive and sensory
systems in this process. Reproduction of some processes for visual representation in real dimensions
gives an opportunity for complex perception and holistic immersion into the phenomenon under study
[1].
The key characteristics of the modern educational process in education are: digitalization of the
educational environment with a focus on the individualization of the educational process;
development of adaptive technologies, technologies of electronic and mobile learning, means of
identification and personalized access. All these characteristics contribute to the design of educational
process models based on the development of the individual educational route of a student [2]. Change
of processes and protocols for the formation and dissemination of new knowledge contributes to the
design of open architecture of the educational environment, construction of the model of open
education. Open access to modern information technologies changes people's lives for the better,
contributes to the transformation of the education system, increases productivity and competitiveness
of any country in the world market.
At the current stage of the development of informative society there are main educational trends,
including remote and mobile learning, MOOC, augmented reality, cloud LMS, personalization,
BigData, gamification, which can change not only the content of education, but also affect its quality
undoubtedly. Gamification or gaming is expanding to all spheres of life. The modern system of
education in the conditions of transformational changes is at the top of implementing acquisition of
the scientific and technological progress. Five educational trends that are reported by Forbes
magazine: remote education, personalization, gamification, interactive textbooks, video game learning
– four of them are gamification. Recently, global IT companies are working on gamification actively
to improve existing educational platforms and to create new game training programs for use in open
information and educational environment.
Nowadays, the most famous are Classcraft, Minecraft: Education Edition, Power Point Quick
Starter, Paint 3D, LinguaLeo, Lego Education WeDo 2.0., SimCity, etc. These products have become
an integral tool for educators in the context of digitalization and blended learning [3]. According to
the statictics for 2020 fiscal year, the video game industry's total revenue forecast is $ 159.3 billion
and the number of players is $ 2.7 billion. Regarding Ukraine, there is the latest data for 2018 from
Newzoo. According to their information, video game profits in Ukraine was $ 161 million. According
to the survey, the most active users of the gaming industry are young people under the age of 25, that
is 72% of all respondents of different age. The relevance of the implementing of gamification’s
elements in to the higher education system is proved by the international project "GameHub-
collaboration of universities and gaming industry enterprises in Ukraine" that is aimed to form
GameHub infrastructure in Higher Educational Establishments in Ukraine (project partners). It will
give an opportunity to involve interested people in learning and to improve required skills and
competencies in the gaming industry.
But the issue of the research of impact of innovative components of gamification, AR technologies
on the mental characteristics and adaptive abilities of the individual remains quite extensive and
uncovered. A number of issues related to the identification of the features of the use of modern
simulation games for the development or stimulation of certain mental functions raises the need to
create a continuum of multidisciplinary research programs. The urgent issues are to determine the
features of the impact of simulation games on the future specialist’s psychological features, in order to
improve the capacity and construction of a new paradigm for future professionals’ training, taking
into account changing conditions of existence of modern society.
2. Literature Review
The term, methods and basic principles of gamification came to us from foreign research and they
were related to the business sphere, although not limited to it. Karl Kapp's studies were particular
fundamental, who changed the approaches and methods of the learning process thanks to gamification
[4]. The significant potential of using game mechanisms in a non-game context and particularly
educational has become a common practice and an extremely effective learning tool, which has
attracted the attention of domestic researchers. The theory and practice of gamification are presented
in the works of Kevin Werbach and Dan Hunter, in which scientists confirm that “entertainment is an
extremely valuable tool for solving serious business problems related to marketing, efficiency,
innovation, customer engagement, staffing and stable development" [5]. Deterding S. explored
general concepts of human-computer interaction to find out where the term "gamification" came from
[6]. Yu-kai Chou studied the motivational component of gamification [7]. The stages of creating a
gamified system are considered in detail by Janaki Mythily Kumar and Mario Herger [8]. The
experience of using video games during learning is viewed in a series of articles by Shapiro J. The
author is a supporter of the use of game methods in the educational process, but he emphasizes that “it
is always necessary to explain to students how and why the game fits into the general learning context
[9].
On the other hand, game designer Koster R. sees learning as an integral part of the game [10].
Domestic scientists attach special importance to updating the process of implementing into the higher
education system. As part of optimizing the implementation of the competency approach in the
process of professional training of the future professionals in the context of digitalization of
education, scientists suggest the implementation of game stimulators to develop soft skills
competencies. Researchers present the possibilities of using the game simulator Game Dev Tycoon
for the development of professional soft skills in future software engineers in higher education,
describe in detail how students can develop professional soft skills in the process of using game
simulators [11]. Bugaeva V. Yu. considers general information on the use of game tools in non-game
educational process and emphasizes the positive impact of gamification in higher education that
increases the competitiveness of future professionals [12]. Our theoretical review lets us say that the
scope of researches related to serious video games at the international level is quite wide. One of the
priority areas of the gaming industry is the introduction of elements of AR / VR-technologies, which
allows to bring game markers closer to reality, promotes better visualization and perception of virtual
images. Analyzing the latest innovative approaches and models of the use of augmented reality
components in education, we should pay attention to S. Litvinova's research, aimed at the introduction
of cognitive tasks using computer modeling as a determinant of increasing students’ cognitive activity
[13]. It is worth mentioning O. Pinchuk, V. Tkachenko, O. Burov's research, which is aimed at
comparative analysis of the use of mobile applications as elements of creating cognitive tasks for
students in the process of natural and mathematical disciplines learning [14]. In the framework of
interdisciplinary research we have to take into account scientific analysis of the effectiveness of the
use of search algorithms of learning based on cognitive visualization (L. Bilousova, L. Gryzun, N.
Zhytienova, V. Pikalova) [15] and the experience of implementing an innovative approach while
providing a support for pedagogical interventions in information technologies for education based on
Bayesian networks (J. P. Martínez Bastida, E. Gavrilenko, A. Chukhray) [16]. Theoretical analysis of
the research results on the impact of integrative combination of game technologies and AR / VR-
technologies on psychological features and human conditions is presented in Table 1.
Table 1
Analysis of modern research on the impact of game technology, augmented reality on emotional
states and physiological characteristics of the individual in the process of overcoming life crises and
stressful situations (foreign experience)
Authors Study Concept of study
Róbert Sabo, Designing database The aim of this study was to provide a methodological
Jakub Rajčáni, of speech under foundation for creating language database under
Marian Ritomský stress using a pressure that could be used in future experiments
(2018) simulation in focused on the research of speech under stress. To
virtual reality trigger stress-related language changes, speakers
participate in a virtual reality simulation of roller
coaster riding. Heart rate and skin resistance are
monitored as body features, whereas subjective
experience is monitored using the Stress and Excitation
List (SACL) [17].
Chelsea Dobbins, A Life-logging The development of sensory technology helps to raise
Stephen Platform Towards awareness of physiological states associated with
Fairclough, Paulo Detecting Negative negative emotions and this technology is aimed at the
Lisboa, Félix Emotions in development of effective strategies for overcoming
Fernando Everyday Life using stressors. Smartphones and other devices use several
González Navarro Wearable Devices built-in sensors that are able to capture everyday
(2018) behavior on an ongoing basis that can provide a basis
for self-reflection and understanding. The authors
describe a mobile life-logging platform that uses
augmented reality technologies which monitor and
classify stress levels [18].
Anna Stahl, Experiencing the The authors demonstrate the experience of developing
Kristina Hook, Affective Diary and implementing a digital diary called "Affective
Martin Svensson, Diary", which provides users with an opportunity to
Alex S. Taylor, write down their notes, but it also allows the users to
Marco Combetto record data from body sensors and mobile devices
(2009) regarding certain physiological and emotional states of
the users [19].
Diana MacLean, MoodWings: A Despite the increasing availability of sensors and
Asta Roseway and Wearable methods for detecting stress, little attention has been
Mary Czerwinski Biofeedback Device paid to automated stress interventions and their
(2013) for RealTime Stress actions. The authors introduced MoodWings: a
Intervention wearable butterfly that displays the user’s tense state
in real time by means of activated wing movement.
Researchers have developed MoodWings as a stress
alert system and there is also a physical interface that
allows users to manipulate their affective state.
Accordingly, they have found out that MoodWings
helps users to calm down and work better while
fulfilling stressful tasks [20].
Daniel McDuff, AffectAura: An AffectAura allows users to reflect on their emotional
Amy Karlson, Intelligent System states for an extended period of time. Researchers
Ashish Kapoor, for Emotional have developed a multimodal sensor setup for
Asta Roseway, Memory continuous recording of audio, visual, physiological and
Mary Czerwinski contextual data, a classification scheme for predicting
(2012) the affective state of the user, and an interface for
displaying the user. The system constantly predicts the
valence, excitement and activation of the user and
associates it with event information, communication
and data interaction [21].
Pablo Paredes, CalmMeNow: The researchers have created four prototypes to study
Matthew K. Chan Exploratory the usability and effectiveness of mobile interventions
(2011) Research for stress management:
and Design of - Social networks: a text interface using SMS to deliver
Stress Mitigating alarm messages is created.
Mobile - Playing games: commercially available mobile games
Interventions with simple tasks such as mazes and basic interaction
games (slopes, moves, rotations) as stimulation of the
distraction factor are used.
- Managed acupressure: uses two vibration tactile
motors in the bracelet, which stimulate acupressure
points in the wrists and chest; these points are known
to reduce stress. The researchers used the Wizard of
Oz technique to monitor the time of this stimulus.
- Controlled Breathing: using the same bracelet,
participants are trained to breathe according to known
methods of deep breathing; proper breathing rhythm is
one of the key elements of achieving a calming effect.
Authors researched the effectiveness of this
comprehensive approach [22].
Akane Sano, Recognizing The researchers have collected extensive subjective
Andrew J. Phillips, Academic and objective data through mobile phones, surveys and
Amy Z. Yu, Performance, Sleep sensors. The authors have analyzed daily and monthly
Andrew W. Quality, Stress behavioral and physiological patterns and identified
McHill, Sara Level, and Mental factors that affect performance (GPA), Pittsburgh Sleep
Taylor, Natasha Health using Index (PSQI), stress scale (PSS), and overall mental
Jaques, Charles A. Personality Traits, health score (MCS) with SF-12, using the data obtained
Czeisler, Elizabeth Wearable Sensors [23].
B. Klerman, and Mobile Phones
Rosalind W.
Picard (2015)
The analysis of scientific sources and personal experience have revealed the main benefits of using
gamification, which affect the effectiveness of professional development and development of
professionally important qualities of future professionals, namely:
- in contrast to traditional technologies, gamification has an entertaining aspect that helps to have
high involvement in the educational process;
- gamification is a helpful tool that increases cognitive activity and motivation;
- gamification allows students to develop flexibility of mind in solving practice-oriented tasks;
- gamification allows students to cooperate not only with each other but also with the teacher, to
feel equal with him, which helps to remove psychological interaction barriers;
- gamification creates a sense of competition, causes positive emotions;
- Gamification provides feedback. There is a feeling of excitement, curiosity is aroused;
- gamification creates a spirit of competition, which provides an opportunity to form constructive
coping strategies of behavior in stressful situations and overcoming life crises [25].
However, despite the deep analysis of the information given above, the mechanisms of using
augmented reality gamification in educational and psychocorrectional practice, taking into account the
individual characteristics of young people, remain insufficiently studied, which led us to write this
article.
3. Research Methods
This research was conducted in the framework of joint research work of teachers and students
(future psychologists and programmers) at the Laboratory of Health Psychology, Laboratory of
Psychophysiological Research and STEAM-Laboratory. The interdisciplinary approach was
implemented in the doing of the research work at the expense of the general fund of the state budget:
"Adaptive system for individualization and personalization of professional training of future
professionals in blended learning" № state registration: 0120U101970. A comprehensive
interdisciplinary study was conducted in the framework of scientific cooperation between STEAM-
laboratory, Laboratory of Psychophysiological Research and Laboratory of Health Psychology of
Bogdan Khmelnitsky Melitopol State Pedagogical University (Fig. 1).
Figure 1: The structure of the research program
The methods used in the process of research are the following:
I) theoretical - analysis, synthesis, comparison, generalization, systematization of theoretical and
research data (identification of the state of the research problem, approaches to self-regulation
analysis, general principles and advantages of simulated games based on augmented reality
technologies in the development of personality stress as a factor of choice constructive strategies for
overcoming life crises by young people, defining the basic concepts of the study);
II) The experiment, which was conducted in three stages:
A) ascertaining stage - psychological diagnosis by methods with the help of computer complex
НС-psychotest and Google Forms:
To identify strategies for overcoming life crises were used:
1. Methodology "Indicator of coping strategies" by J. Amirkhan (J. Amirkhan The Coping
Strategy Indicators);
2. Questionnaire of the questionnaire type "How I overcame the crisis of life"). The method of
projective drawings was used as an auxiliary one. There was a given theme of drawings - "I and the
crisis", "I'm coming out of the crisis", "I am after the crisis".
3. Reflexive survey (compiled by the authors) using Google Forms, provided an opportunity to
summarize the subjective assessment of personal and behavioral changes of respondents after
experimental exposure.
In our research, we used both qualitative and quantitative approaches to study the problem, in
order to supplement the results of each and cross-validate the obtained data.
B) forming stage. At the formative stage we integrated traditional psychological training on the use
of cognitive-behavioral, relaxation and case-study techniques and the innovative opportunities of
gamification components with AR technologies. The formative stage was carried out on the basis of
STEАM-Laboratory.
С) statistical processing of experimental data - calculations of measures of variability of results,
correlation analysis (Pearson, correlation analysis by Charles Spearman), Mann-Whitney discrepancy
criterion and Student's t-test. The computer program package "SPSS for Windows", version 12.0 was
used for statistical processing.
4. Research Results
As a result of a comprehensive analysis of data, technical capabilities and close cooperation of
teachers and students (future psychologists and programmers) a comprehensive program for the
implementation of gamification components with AR-technologies in the development of adaptive
coping behavioral strategies in overcoming life crises.
The pilot study consisted of ascertaining and formative stages. Total sample (randomized), made
by a stratification method - n= 92 people (future programmers and psychologists). According to the
research objectives, the respondents were divided into control and experimental groups. No training
sessions were conducted with respondents of control group. Specially organized corrective work was
carried out with the respondents of the experimental group. Individual and group forms of training
work were used within the limits of personality’s stress resistance development. The training included
elements of traditional psycho-correction work and gamification components with AR technologies.
The study was conducted during 2019 - early 2020. Let’s consider each research stage in turn.
1. Ascertaining stage. Pilot psycho-diagnostic research was conducted at the Laboratory of
Psychophysiological Research with the use of an innovative computer-based complex of HC-
psychotest. Respondents were also offered the use of mobile applications for the purpose of reflective
interviewing and realization of self-control:
- Psychological tests (http://surl.li/adboq). A set of personality questionnaires, projective tests,
aimed at studying the cognitive, personal, emotional, volitional, motivational and behavioral areas.
- Digital Freud: Psychological Tests (http://surl.li/adbpa). The application allows you to get
objective knowledge about yourself, see the reflection of your personality in the digital world using
innovative algorithms.
- Socionics, psychology, tests (http://surl.li/adbpg). Socionics studies the process of information
exchange between a person and the outside world, i.e. how people perceive, process and issue
information. With the help of the appropriate application, respondents have the opportunity to analyze
the features of interaction with other people, their own psychotype and personal ability to overcome
the impact of stressors and life crises.
One of the tasks of our psychodiagnostic study, which was conducted using the innovative
computer system HC-psychotest and Google Forms, was to study what life situations, events a person
in adolescence considers a crisis, what is their content, whether they differ in boys and girls and
representatives of different age groups. Let's turn to the results of the study. During the procedure of
conducting the questionnaire "How I experienced a life crisis" most students were responsible for the
tasks, joined the work quickly, were interested in the results of the study. Almost all respondents
(96.8%) were able to define the term "life crisis" and describe its various characteristics. Moreover,
the number of definitions and described meaningful characteristics of the life crisis increases
significantly with the age of the participants, ie the largest number of definitions was recorded at the
age of 17-18 years. The average indicators of the number of definitions and characteristics of the life
crisis, indicated by the respondents ofdifferent age groups are following: to x = 3.7 (σ = 0.40) - in 15-
16-year-olds, x = 5.4 (σ = 0.28) - in 20-21 years old. According to the results of calculating the Mann-
Whitney discrepancy criterion, for the age groups 18-19 years and 20-21 years, a significant statistical
difference was found (the criterion ranges from 146-162, at p = 0.05). There is no statistically
significant difference on the basis of gender.
Among the recorded characteristics of the studied features of the life crisis is most often noted
"lack of resources to overcome the crisis", as well as "having no idea about the ways to solve the
problem": "Lack of strength and capabilities", "I do not know much and I am not able to do it "," I do
not know how to get out of this situation, what to do when it happens… "etc.
From the qualitative analysis, it is clear that a number of situations are perceived almost equally by
both boys and girls. However, girls, unlike boys, more often described in more detail situations
related to emotional content - "dissatisfaction with themselves or their appearance", "loneliness", and
boys - those who have a rational character - "deductions from higher education. institution ","
financial problems ".
As for the "emotional" situations, boys experience "public humiliation" and "betrayal" more
difficult than girls. There are differences among the studied groups of different age. In that way, older
respondents (aged 20-21 years) more specifically and described in more detail the various events and
situations in life that caused the crisis.
According to the results of the survey, a certain typicality in response to a crisis and stressful
situation was revealed, with its subjective uniqueness for each subject. If we combine the respondents'
answers on the emotional principle and psychophysical response, they can be reduced to the
following : short-term loss of reality and pain, sleep disturbances (or its loss), muscle tension, loss of
appetite, indigestion, somatic diseases, anxiety and depression, self-doubt, increased excitability and
irritability or vice versa apathy and indifference, impaired thinking and concentration, avoidance of
difficulties (mentally and in real action), mental absorption of the problem, subjective feeling of
burden of responsibility, sense of loss of meaning life, anger, shame and guilt, a sense of
uncontrollability of what is happening, an understanding of the need to do something to change the
situation. The typicality of the response was confirmed by the fact that the differences were not found
between participants of different ages. However, there are statistically significant differences in
reactions to such situations among the girls and boys.
The results show that girls experienced heart failure and difficulty breathing more often than boys
(103, at p = 0.002), they could not perceive reality correctly (158, at p = 0.005), felt bad (criterion is
167, p = 0.002), were too excited and irritating (166, p = 0.005). Boys, on the contrary, more often felt
a state of apathy and indifference (168, at p = 0.005).
According to table 2 it is seen that the number of choices of each of the studied participants as a
whole in the sample is 3-4 such methods and they do not differ statistically in different age groups.
No gender differences were recorded. Such data indicate that subjects of different sexes and ages are
equally likely to note one or another way of overcoming life crises. They actualized them in their
descriptions as those that are recorded in individual experience and implemented in life. About 30
different ways of overcoming difficult life situations were named from the sample. The list of
overcoming ways is mentioned in the amount of at least 1% of all these, and presented in Appendix E.
This includes ways that can be related to the 3 main areas of personality - or the emotional sphere ("I
try to keep myself in hand", "I despair", "I got into a dead end", etc.), or to the cognitive sphere ("I'm
trying to understand how this could have happened", "I'm looking for a logical explanation for what
happened", etc.), or to the behavioral sphere of personality (I pretend that nothing happened, that I'm
fine "," I'm trying to move on to another case ", etc.)
Table 2
The average indicator of ways of overcoming life crises
Total 18-19 years 20-21 years Girls Boys
arithmetic mean 3,65 3,76 3,38 3,85 3,59 arithmetic mean (Х)
(Х)
standard deviation 0,36 0,31 0,34 0,40 0,43 standard deviation (σ)
(σ)
So, young people prefer search activity, the use of self-control and logic to find reasons, etc .; girls
prefer emotional reactions, imagination, seeking support and communication, transmission of anxiety
and problems of another person, that is, among the girls' ways of reactions emotional ones are
dominated. According to the Mann-Whitney test, there are also some statistically significant
differences between participants of different ages (range from 141 to 159, p = 0.05).
In order to help young people, conceptualize their ideas about how to overcome crises, they were
asked to draw pictures on topics - "I and the crisis", "I overcame the crisis", "I am after the crisis". We
assumed that with the help of a drawing it is possible to actualize unconscious symbolism and
imagery. It should be noted that some complications were caused by this technique while performing
and trying to "protective" avoid reflection ("I can't draw"). However, all those who participated in the
study completed this task. Due to the nature of the symbols and the peculiarities of the image, we
conditionally called these types "fighter", "infantile" and "seeking support" (Table 3).
As can be seen from Table 3, among the studied the most filled are 2 types - "Fighter" and
"Infantile". Moreover, 20-21-year-old participants and young men are the majority in the type of
"Fighter". The Mann-Whitney test is 148 and 143, respectively, at p = 0.002.
Table 3
Types of symbolic representation of the process of overcoming life crisis for the individual, (in %)
Total 18-19 years 20-21 years Boys Girls
"Fighter" 55,4 47,5 64,6 66,5 43,2 "Fighter"
"Infantile" 35,5 42,8 29,3 28,3 41,5 "Infantile"
"Seeking support" 9,1 9,7 6,1 5,2 15,3 "Seeking support"
The "Fighter" type is characterized by images of complex abstract symbols - various elements (eg,
water, sky, volcano, flood, fire, etc.), cosmic bodies (planets, sun, stars, space, constellations, etc.),
complex geometric shapes (spirals, inscribed and described circles and rectangles, spheres, etc.). It is
usually a metaphorical image in the form of a complex image that gives a complex meaning.
In addition, for all drawings referred to this type, the individual active position is characterized by
the image of his struggle with the circumstances. In some drawings (8.3%) there are contradictions -
for example, the simultaneous depiction of the desire for leadership and the need for care, patronage.
The "Infantile" type is characterized by the image of plot drawings with a clear and quite detailed
image of yourself or self-portrait. Sometimes (5.2%) there were abstract, rather schematic images.
However, the symbol "I" is more often (68.3%) depicted separately, as if "along the plot line", is
outside the overall plot, or not depicted at all (26.5%), which indicates that the individual's non-
involvement in overcoming life crisis and in feelings about it.
The “Seeker of Support” type is distinguished by a set of different images that show the direct
expression of the feelings and sensations associated with a seeking support and a help. As a rule,
plants, landscapes, animals, people and specific plots that show the search for and receiving a help
from others were depicted.
Identified types of symbolic representation of the life crisis for the individual show insignificant
differences between the samples of boys and girls and 18-19-year-olds and 20-21-year-olds according
to t- Student's t-criteria. It is 2.36 at the significance level p <0.05. This means that the subjects that
we have classified into separate types belong to one population. This is also confirmed by the strong
association between the sample of boys and girls and 18-19-year-old and 20-21-year-old subjects
according to Pearson's agreement, which is 0.756 and 0.62, respectively, at a significance level of p
<0.001.
That is, these samples coincide in the symbolic representation of the life crisis for the individual.
To clarify and differentiate the priority and significance for the studied participants of separate ways
of overcoming life crises, as well as to better systematize them in self-awareness, the method of
ranking was used in our research.
To do this, the participants were asked to read the list and main characteristics of coping methods,
which they had named, and evaluate the methods of overcoming their priority for themselves during a
difficult life situation by assigning each of them the appropriate rank. The participants were given the
task to determine their attitude to each method of overcoming by the criterion "I used it" or "I did not
use it".
Then participants had to find the place of each method in their lives, determining their rank on the
scale "It's important to me" and "I'll use it in the future." This technique makes it possible, on the one
hand, to diagnose the level of identification with the peculiarities of ways to overcome life crises, and
on the other hand it gives a chance to activate the independence of thinking in choosing different
ways.
The ranking results show that there are age differences in the use of ways to overcome life crises.
The Mann-Whitney discrepancy criterion for the age groups 18-19 and 20-21 years varies between
144-160, at p = 0.05.
For participants of older age (20-21 years), in contrast to younger ones, more significant and
priority for the future use are ways to overcome life crises, which are connected with the activation of
social connections and communication, including with professionals, as well as stress resistance,
emotional stability, resilience, low anxiety, self-control, self-regulation, self-belief, self-esteem and
the use of creative activities and hobbies. In addition, younger students are more likely to choose
crisis management mechanisms such as search activity and imagery in the future, and 20-21-year-olds
are more likely to choose physical activity. Analysis of the results of ranking the ways of overcoming
by girls and boys showed that in general there is no statistically significant difference between girls
and boys. However, there are differences in the use of certain methods in the future. Girls are more
often than boys tend to choose in the future such ways of overcoming crises as the use of imagery,
emotional reactions, as well as relaxation, meditation, breathing exercises, etc., and boys - a logical
search for causes and increase self-esteem. The Mann-Whitney discrepancy criterion for these
indicators varies between 142-154, p = 0.05. Based on the obtained data after the ranking, the
participants were joined into 3 groups based on the level of acceptance of ways to overcome life
crises. A small assignment of ways to overcome the criterion of "This I will use in the future "is
characterized for those who showed a "low level of acceptance of ways to overcome".
Participants from this group are selected and included in the list "It is important to me" all the
proposed methods, but due to ignorance of the possible use of selected methods they cannot choose
them for the future use in a difficult life situation or crisis. As a rule, for further use, they chose a
small number of ways to overcome.
The "high level of acceptance of coping methods" is characterized by the coincidence and strong
connection with Spearman's (p) rank correlation between the lists of coping techniques according to
the criteria "It is important for me" and "I will use it in the future". The rank correlation index is in the
range from +0.56 to +0.835 (significance level p <0.001). The level of "confusion" is characteristic of
those young people who have demonstrated differences between the ways of overcoming that are
important to them and those that they will use later in their life. That is, such participants who chose
one list of methods as important for the individual and another one - that might be used in the future.
Comparative data are given in Fig.2. Significant difference in age and gender statistically was not
found.
A comparison of the results of the representatives of different types symbolic representation of life
crisis for the individual in the drawings showed that the group "Low level of acceptance of
overcoming ways represents the types "Infantile" (68.5%), "Seeker" (27.9%) and "Fighter". (3.6%).
The group "High level of acceptance of overcoming ways " consists of 84.2% of representatives of the
type "Fighter" and 15.8% "Seeker of support". And the third group "Confusion" includes 56.3% of
students, who are of the type "Seeker of support", 30.7% - "Infantile" and 13% - "Fighter".
Boys
Girls
20-21 years
18-19 years
Total
0% 10% 20% 30% 40% 50% 60%
Total 18-19 years 20-21 years Girls Boys
Perplexity 17.80% 19.20% 17.50% 18.10% 16.40%
High level of acceptance of
51.60% 48.50% 53.50% 50.70% 53.50%
ways to overcome
Low level of acceptance of ways
30.60% 32.30% 29% 31.20% 30.10%
to overcome
Figure 2: Levels of acceptance of overcoming life crises ways
Thus, the majority of young people 51.6% were able to accept, understand the suggested ways of
overcoming difficult life situations and include them in the arsenal of potential ways that can be used
in the future. In general, it should be noted that adolescence is characterized by the desire to seek a
help and a support from the close environment, that the young person trusts more both parents, loved
ones, friends and so on. Boys and girls show a desire to keep away from strangers, including
professionals. Relevant empirical data are the basis for the implementation of the formative stage of
the research.
2. Formative stage. At the formative stage we integrated traditional psychological training on the
use of cognitive-behavioral, relaxation and case-study techniques and the innovative opportunities of
gamification components with AR/ VR technologies. The formative stage was carried out on the basis
of STEAM-Laboratory. Traditional training, presented at the formative stage, included the psycho-
corrective program "Emotional and personal competence as a vital resource in overcoming the crisis
of life". The purpose of the program is for participants to acquire knowledge about psychological
support and the use of elements of gamification in the process of psychological support of young
people in crisis situations and to acquire practical skills for its application in everyday life. Particular
attention is paid to the formation of a positive image of a stressful situation, learning how to analyze
the situation in a cognitive way, updating the skills of arbitrary relaxation and gaining the experience
of applying techniques and formulas of constructive response in stressful situations. In the process of
implementing the comprehensive program, the following psycho-correctional methods were
implemented: resource exercises, interactive mini-lectures, discussions, facilitation, brainstorming,
clustering, moderation, role play, "aquarium", reflection, sharing. The corresponding program consists
of three blocks: development of cognitive sphere, formation of constructive coping strategies of
behavior of youth in the course of overcoming of life crises (behavioral sphere), development of
sanogenic potential and stress resistance (emotional and volitional sphere). An innovative trend in the
implementation of a comprehensive program "Emotional and personal competence as a vital resource
in overcoming the crisis of life" is the introduction of gamification components and augmented and
virtual reality technologies.
The program is created in accordance with the principles of the concept of Accelerated Learning
Theory and uses all the latest developments in the field of methodology of adult learning. Note that
smartphones, tablets, laptops have become an integral part of youth’s lives, and the versatility of these
powerful high-tech devices remains largely unclaimed. Active attempts to use these devices in the
educational process are characterized in the literature as a trend BYOD (Bring Your Own Device).
From the point of view of reorganization of educational process and psychological support of youth
implementing of BYOD brings many useful opportunities.
Using the concept of BYOD as a universal tool for psychological support of youth provides a
unique opportunity to combine traditional training technologies with components of gamification and
AR / VR technologies in the development of stress resistance and the formation of constructive
strategies for overcoming life crises by future professionals. This provides an opportunity to
implement at a higher level such principles of psychological influence as clarity, accessibility,
awareness, connection with life, and most importantly - to develop the desire for self-change and
introspection, promote cognitive activity, initiative, develop the ability to define problems and find
ways for their solution.
Psychological technologies of the complex program were implemented on the basis of the
Laboratory of Health Psychology, components of gamification and elements of augmented and virtual
reality in the corresponding program were implemented on the basis of STEAM-Laboratory of
Bogdan Khmelnitsky Melitopol State Pedagogical University (Fig. 3).
In order to implement the constructs of virtual and augmented reality we have used special
technical equipment of STEAM-Laboratory. The minimum set of equipment, which is required to
implement such an integrative approach is the following: required number of smartphones and VR
helmets; tablet; computers; Wi-Fi router, Internet access; system of remote update; educational videos
and software; touch pad. The XRcase system gives the opportunity to deliver classes on 10, 16 or 30
virtual reality devices. In the process of traditional training delivering, the elements of AR
technologies were actively used, namely [24]:
1. While implementing the elements of cognitive-behavioral therapy, desensibilization techniques,
aimed at reducing anxiety (fear) to scary objects or situations (such as fear of flying, heights, fear of
spiders, mice, snakes), the following Google Play applications were used:
• VR Thrills: Roller Coaster 360 (Cardboard Game). An amazing roller coaster adventure in
virtual reality mode. This game provides the users with the opportunity to see many different types of
roller coaster in virtual reality mode. It gives the chance to feel and reflect on various mental and
emotional fears, maybe even frustration.
• VR Heights Phobia. A virtual reality game with a challenge! While completing the mission,
participants cope with their phobias in the VR world. They use their own body to navigate the three-
dimensional world, bounce their heads up and down, and the avatar moves as well. Each movement is
monitored by a telephone gyroscope, giving participants a realistic, enjoyable experience, and the
participants focus on and deal with their emotions.
• VR - Phobia Horror Spider. Through this program, participants try to overcome their
arachnophobia. Students explore the world of spiders at 2 different levels and their environment. This
virtual, but very close to reality case, develops the skills of self-control and emotional stability in
extreme stressful environments.
• VR Maze. VR Ball Maze for cardboard and daydream virtual reality glasses. Participants
need to roll the ball across the maze from start to exit. The ball always moves straight. The movement
of the ball is controlled by the rotation of the head. This game is aimed at the development of
concentration and stability of attention, emotional intelligence, and internal analysis of
psychophysical states.
• VR Mission Leviathan – underwater expedition. Virtual reality attraction VR Mission
Leviathan is a 360 VR adventure. A VR helmet, goggles, or card-board allow participants to fully
experience the depth of field explorer. Mission Leviathan's VR attraction is an underwater mission
simulator. Surrealistic virtual reality with carefully crafted sound and detailed 3D graphics, clear,
vivid and colorful models and characters, is aimed at a comprehensive impact on all senso-ry features
of the person, at the same time arouses a variety of emotions, feelings and experiences, shapes
cognitive-reflective skills of information processing and making decisions in difficult conditions.
2. In order to implement relaxation techniques using AR technologies, the following applications
have been used:
• Graffiti Paint VR. In Graffiti Paint VR participants spray Graffiti in virtual reality! They just
choose a can or create their own one with a certain color and start to spray it. This application
provides the possibility of psycho-emotional relief, overcoming neuropsychic tension.
• Art Therapy. Art Therapy is an application for adults that helps users concentrate on positive
emotions, create their own art masterpiece, relieve emotional tension and relax.
• ArtOlg: Introduction. A workshop of intuitive creativity for meditation is a kind of Art
Therapy. This technique is very simple, anyone, who wants to open up their inner world, realizes
hidden abilities, expand consciousness, can start drawing. Intuitive painting will help users get rid of
the stereotypes of thinking that prevent them from living a common life and enjoying it. The main aim
of manual art therapy is to harmonize the mental state of the individual through the development of
the ability to express themselves through creativity.
• Thisissand - Art, Creativity & Relaxation. Thisissand is a creative space for designing objects
from colored sand; it is focused on reducing psycho-emotional stress, situational and personal anxiety,
as well as on the promotion of personality’s creative potential;
• Relax River VR. Participants can achieve emotional and psychological comfort while having
a virtual reality boat tour, sailing on a beautiful river, with picturesque scenery of mountainous area
and incredible creatures. It is a fully automatic tour, without any settings.
1. The use of augmented reality components while implementing cognitive-behavioral therapy
and self-reflection:
• Moodpath - Depression & Anxiety Test. Moodpath is focused on assessing mental health,
monitoring and reflecting one's own mood, as well as taking a break from negative thoughts and
negative emotions. Moodpath is used as an intelligent mood tracker. Through it, participants are
provided with a chance to have a quick overview of their emotional states throughout the day, master
cognitive-behavioral therapy (CBT) activities, understand the cause-and-effect relationship between
events and emotional states, integrate mindfulness into their daily lives, develop empathy and skills of
self-observation.
• CBT Companion: (Cognitive Behavioral Therapy app). It is the most comprehensive
cognitive-behavioral therapy application available today. It is equipped with easy-to-use visual tools.
The application presents the scheme of formation of certain skills through cognitive-behavioral
therapy. A block of video lessons is also given.
• ACT iCoach: Acceptance Commitment Therapy App. ACT iCoach is a comprehensive
application that covers all aspects of acceptance and commitment therapy. Participants learn and
practice ACT skills using video tutorials and fun animation that help them learn more. The application
provides participants with convenient tools for tracking their mood, emotions.
• CBT Thought Diary - Mood Tracker, Journal & Record. A central element of cognitive
behavioral therapy (CBT) is training to identify negative and distorted patterns of thinking in order to
change one’s own emotions and behavior for the better. In cognitive-behavioral therapy, "record of
thought" leads participants through the stages of detection, denial and rethinking of negative models
of thinking. With the Thought Diary, participants can record their negative emotions, analyze the
drawbacks in their thinking, and re-evaluate their negative thoughts into more balanced ones.
The following game technologies were recommended for the purpose of introduction of games-
simulators within each corresponding training block:
1. Development of cognitive sphere of personality:
- "Mind Games" is a collection of amazing educational games based on the principles of cognitive
psychology and aimed to develop mental abilities. The application includes more than 24 educational
games. All games keep track of successes, with numbers and graphs. Personal best results for all time
and for the current day are given on the page of the list of games. All indicators are evaluated on a
common scale, and the participant can easily see exactly what skills you need to work on. This game
trains concentration, reaction speed, memory, flexibility of thinking.
- "Left vs Right: Brain Games for Brain Training" is a game designed to check awareness,
adaptability, reflection, prudence, accuracy and patience, stimulates the development of interspheric
interaction of the brain.
- "NeuroNation" is a set of 27 interesting games, exercises and personalized courses that stimulate
the development of intelligence, memory and logical thinking, increase volume and concentration of
attention.
- "Lumosity" is a set of 25 cognitive games that stimulate development
cognitive and motivational sphere of personality.
- "Brain Games" is an interesting brain simulator which consists of various games: games for
memory development, thinking, cognitive games, intelligence games, attentiveness games. An
application with simulator games develops the mind, abilities, strengthens cognitive connections,
expands consciousness, increases, attentiveness, trains memory, adjusts the mental process.
2. Development of emotional and volitional sphere:
- "Emoji Puzzle" is an imagination game in which you need to match pairs of emotions with
associations, it stimulates the development of emotional competence;
- "Harmony" is a puzzle game that combines art therapy technology, music therapy and an exciting
gameplay in which you need to click on the squares and create good symmetry. When you press each
square, music plays, which stimulates the harmonization of psycho-emotional state.
- "Anti-stress" or relaxing simulation games is the collection of simulation games which helps to
relax or switch attention temporarily. In this game you can listen to a bamboo bell, play with wooden
cubes, move your finger on the water, press buttons, draw with chalk and so on.
3. Development of the behavioral sphere:
- "Easy Game" are the games-simulators presented in the application and provide an opportunity to
make decisions based on the cognitive abilities of the individual in difficult life situations and
situations that require quick choices.
- "Virtual High School Teacher 3D" is a simulator game, which stimulates the development of
constructive behavioral strategies in professional activities.
- "Homescapes" is a simulator game focused on the development of constructive behavioral
strategies in overcoming stressful life situations.
Figure 3: Practical implementation of a comprehensive program "Emotional and personal
competence as a vital resource in overcoming the crisis of life" with a combination of traditional
psychocorrectional technologies and elements of gamification with augmented and virtual reality
We used re-diagnostic data as a criterion for assessing the effectiveness of the training and the
changes that occurred with the respondents, using the method of "Indicator of coping strategies" by J.
Amirkhan, the procedure for ranking ways to overcome life crises and a questionnaire on changes that
occurred after training. Indicators of the experimental and control groups were compared with each
other. Statistically significant differences between them were analyzed by the criterion of Mann-
Whitney differences.
Representatives of the experimental group, who underwent active training with the use of
gamification elements and AR / VR technologies, in contrast to the control group, which did not
undergo training, showed significant changes in the choice of strategies to overcome everyday
difficulties. Only 3 people from the experimental group chose, as before the training, an avoidance
strategy, and the vast majority implement new active methods of overcoming. The vast majority of
the control group did not change their strategies for solving daily problems. The Mann-Whitney test
shows statistically significant differences between the results of the experimental and control groups
(164 at p = 0.05).
Table 4
Comparative data of the researchers using the method of "Indicator of coping strategies" by
J. Amirkhan
Strategies Experimental group Control group
Before
After Before training After
training
Pers
% Persons % Persons % Persons %
ons
Problem
- - 11 47,8 - - 2 8,7
solving
Search for
social 5 21,7 9 39,1 4 17,4 5 21,7
support
Avoidance 18 78,3 3 13,1 19 82,6 16 69,6
As a result of the re-ranking of coping techniques according to the criteria "It is important for me"
and "I will use it in the future", out of 25 representatives of the experimental group 17 showed a
coincidence of sets of coping methods that are important to them and that they will use in the future
(Table 4). This is an indicator of a high level of awareness of these methods and their acceptance (the
value of Spearman's rank correlation coefficient varies in the range from +0.46 to +0.71 at the
significance level p <0.001). That is, these subjects significantly improved their results and were
assigned by us to the group with a "high level of acceptance of ways to overcome life crises", which
also includes representatives of the control group (Fig 4). This is confirmed by Student's t-test, which
shows insignificant differences between the two samples (2.34 at the level of significance p <0.05).
% 8.7 21.7
After
69.6
Control group
Persons 25 16
training
0 26.1 Perplexity
Before
% 73.9
Persons 0 6 17 High level of acceptance of ways
% 8.7 78.3 to overcome
After
13
Experimental
Persons 2 18 Low level of acceptance of ways
group
3
26.1 to overcome
training
0
Before
% 73.9
Persons 0 6 17
0 20 40 60 80
Figure 4: Comparative data of the studied by the method of ranking ways to overcome life crises
5 young people from the experimental group, according to the ranking, showed a result identical to
the one they demonstrated before the training, ie 2 people remained in the group "confused" and 3 -
"low level of acceptance of ways to overcome". Perhaps, the positive changes in these subjects would
be more pronounced if they had the opportunity to receive additional training in the formation of
practical skills of choice and application of possible ways to overcome life crises. In contrast to the
experimental group, most of the control group (21 people) did not change their level of acceptance of
crisis management techniques, only 2 people were able to improve their previous result and showed a
high level. The differences between the control and experimental groups are statistically significant.
The Mann-Whitney test is equal to 161 at the significance level p = 0.05.
According to the results of the survey, the vast majority of respondents noted and named specific
changes that they were able to notice in themselves, their own behavior, etc. (Table 5).
Table 5
The results of self-assessment of changes in the experimental group
The nature of the changes Persons
Convinced of their ability to cope with life's difficulties 21
Learned to control their emotions 19
Learned different ways and techniques to deal with problems 18
Understood the value of supporting relatives and friends in difficult situations 17
Self-confidence has increased 17
Learned to analyze problem situations 17
Became more positive about themselves 15
Anxiety decreased 13
Self-esteem has increased 12
Understood the need for more flexible behavior in a problematic life situation 11
Became calmer 10
They found that there is a way out of any situation 9
We were convinced that it is possible to change oneself 8
We understand that if the situation cannot be resolved, it is possible to change the
8
attitude to it
Learned to perceive problems philosophically 6
Learned to plan their actions 5
Gained new life experience 3
Gained new life experience 3
The results presented in Table 5 show that the vast majority of the experimental group named the
changes that took place in themselves, the experience and skills of self-regulation of emotions, which,
in our opinion, also indicates the effectiveness of the training program with elements of gamification.
5. Conclusions and Recommendations for Future Research
The key features of the education system are the results of globalization and technologization,
which can be observed at the present stage of society development. Under the conditions of
globalization, a network model of knowledge dissemination is being formed. It is characterized by the
rapid dissemination of a new information product through the Internet. In the context of the society
technological development, new approaches and for-mats for the presentation and transfer of
knowledge are being formed. They provide available, high quality and personalized access; new
conditions of professional activity realization due to the development of modern technologies
(artificial intelligence, robotics, 3D modeling and prototyping, virtual reality, etc.). Analyzing the
works of foreign authors on this topic, it should be noted that the increasing popularity of the
augmented reality technology and interest to it, at the present moment, is driven by the research works
that provide the rational for the prospects of using augmented reality technology through the
expansion of production sphere and creation of completely new spheres and service markets in the
near future. Due to such a global introduction of gamification components and augmented reality
elements into education, our research, aimed at the implementation of an integrative approach in the
development of youth’s stress-resistance, choosing constructive strategies for overcoming life crises
has turned out to be a very vital and important one. This research shows an innovative combination of
traditional psychodiagnostic and corrective influences with of gamification components and AR/VR
technologies. This research was conducted within the framework of the cooperation of laboratories –
Laboratory of Psycho Physiological Research, Laboratory of Health Psychology and STEAM-
Laboratory. At the methodological level of the research we have analyzed and substantiated the ways
of combining traditional methods with gamification components and AR/VR technologies, and the
model of development of constructive strategies for overcoming life crises in adolescence. At the
empirical level, the effectiveness of implementing gamification components and AR/VR technologies
into the process of stress resistance development, as an integrative feature of future specialist, that
directly influences productivity and efficiency of the future activity, has been proved. The
perspectives for further research are the following: development of the concept of the purposeful use
of gamification components and AR/VR technologies while constructing an effective personality-
oriented vector of higher education; research of the impact of augmented reality elements on a
person's mental characteristics.
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