Digimodernism and videoludification are the key drivers of present social transformations. Digital pedagogy, gamification, game-based learning and serious video games (SVGs) supported by computer-mediated communication (CMC) come to the foreground. This study explores the synergistic integration of CMC and gamification as principal characteristics of sustainable higher education, examining their combined impact on student engagement, learning outcomes, and institutional sustainability. Theoretical overview of the CMC, discussion of SVGs for e-learning in the time of the quarantine, two cases of SVGs' implementation into educational contexts, eficiency measurement of this implementation, comparison of obtained results with previous data are the aims of this article. To achieve these aims, qualitative and quantitative research methods were applied. We defined 'distance learning', 'e-learning' based on CMC, collected their characteristics, quality parameters and modes. We revised our previous work empirical data and conclusions. Later, we analysed 'gamification', 'game-based learning', 'serious video games' in contemporary education, presented two case studies of digital games' integration into educational process. We used a feedback form, a questionnaire, and a survey to measure the eficiency of the e-learning courses. Results demonstrate that gamification elements convert extrinsic rewards into intrinsic motivation, with deep personalization showing 39.2% high motivation levels compared to 8.7% in traditional approaches. The integration of CMC and gamification reduces physical resource use while enhancing collaborative and flexible learning. We proved that they serve as informative quantitative measurement. We emphasised the topicality of the options for reorganising and refining distance and e-learning and brought forward the idea about the new vision of distance and e-learning, gamification of educational process and serious video games as one more variation of CMC that must drive our decisions about the use of technology, not vice versa. The findings suggest that robust institutional frameworks, teacher training programs, and emerging technologies like AI and telepresence robots are essential for sustainable implementation. Therefore, the need to develop comprehensive teacher-training programs to help educators understand, design, evaluate and apply CMC and gamified learning applications is set up as the vector of future work.
The contemporary educational environment in Ukraine, as well as in many other countries, is driven
by the post-industrial model of society and post-modernism that underlie rapid social changes. The
transition from goods’ production to the economy of services, extensive application of information and
communication technologies, innovation, creativity and entrepreneurship, international travel, and
migration serve as the main characteristics of societal models. In the workplace, it is characterised
by professional flexibility and diversity; tasks, projects, and networks; the necessity to work in a
team, technological complexity within a rapidly changing environment. Therefore, the very concept
of ‘education’ is currently being revised to support the postmodern era based on such competencies
as social and emotional intelligence, media literacy, ecological intelligence, creativity, collaboration
and participatory problem-solving [
One of the important concepts of today’s educational systems is ‘ecosystemic relations’ – individually
oriented, based on the principles of autonomy, access to information and feedback,distributed powers,
creativity to solve problems, responsibility, dynamism, teamwork to jointly solve global problems
[3, p. 34-47]. Education in the postmodern context is based on problem and project tasks without
fear of making mistakes; play/game-based learning [
Recent comprehensive analysis of CMC and gamification in higher education reveals their emergence
as principal characteristics of sustainable educational systems. According to systematic reviews covering
2010-2024, the synergistic integration of these technologies enhances student engagement by up to 40%
while reducing the carbon footprint of traditional education through decreased physical infrastructure
requirements [
Therefore, the discussions around educational digitalisation and CMC’s implementation into various
educational contexts continue to gather momentum and are reflected in many contemporary national
and foreign scholarly works. For example, the scientific inquiry of Andreev [
The literature review would be incomplete if we do not mention here the scholarly works about
educational gamification and educational video games. For example, the definition and the structural
characteristics of the gamification phenomenon are discussed by Deterding [
Considering this, the purpose of the article is to give an overview of the computer-mediated
communication modes and means, as well as serious video games (SVGs) used for e-learning in the time
of the quarantine by the university faculty; to present two new cases of SVGs’ implementation into
educational contexts; to discuss the eficiency of the implementation based on ‘The Instructional
Materials Motivation (IMMS)’ survey by Keller [
Stemming from the aim, the following research tasks were outlined: 1) to generalise the main theoretical and experiential findings related to CMC modes and means; 2) to discuss in more detail gamification and SVGs in the context of contemporary educational reality; 3) to present two case studies based on SVGs’ application to the learning process and evaluate the eficiency of this tool; 4) to compare the statistical data with the data from our previous research work; 5) to make the conclusions and draft the vectors for future research.
To address the purpose of the article, a complex of qualitative as well as quantitative research methods was applied. Data collection methods were tied in with the tasks set in the research. There are four distinct stages of the present research work.
Stage number one – theoretical analysis of CMC (its means and modes) on which a literature study,
backed up by general references, primary and secondary resources’ analysis, a computer search of www
and databases were used. On this stage the notions ‘distance learning’, ‘e-learning’, ‘modes of e-learning’
were studied in depth. We also revised the earlier received statistical data of the research conducted
by the authors in 2020 in Prydniprovska State Academy of Civil Engineering and Architecture, the
Department of Foreign Languages, related to CMC [
On stage number two, we traced the transition from CMC application in education to its gamification,
analysed the notions of ‘gamification’, ‘game-based learning’, ‘serious video games’, highlighted the
diference between ‘serious video games’ and ’computer games’. We based this analysis on the revision
and extension of our previous theoretical research [
The theoretical part is supplemented with two case studies: an integration of ‘Globall Manager’ –
a digital game for learning – into Cross-Cultural Communication course for students of Philology;
and ‘Auti-Sim’ and ‘Prism’ – games for learning and training of Educators, Psychologists and Social
Workers for inclusive education that we undertook on the third stage of the present work. To evaluate
the efectiveness of these innovative learning tools we used ‘The Instructional Materials Motivation
(IMMS)’ survey by Keller [
The fourth stage and the task were to compare the results of the case studies with earlier data, collected at Prydniprovska State Academy of Civil Engineering and Architecture, the Department of Foreign Languages during March-May, 2020 connected with the measurement of the e-learning courses’ design eficiency for which the above-described ‘The Instructional Materials Motivation (IMMS)’ survey that consists of 4 subscales and 36 items was used. The learners’ motivation levels were measured by applying a 5-point symmetrical Likert scale.
The authors of the article participated in the development of the framework for the ‘Globall Manager’ game integration into Cross-Cultural Communication course, implemented the game into the educational process. Also, we collected and analysed the data from ‘The Instructional Materials Motivation (IMMS)’ survey, feedback forms about e-learning at the time of the quarantine; Google Forms results after ‘Auti-Sim’ and ‘Prism’ games work with educational and scientific student group ‘Fundamentals of Support for Children with Special Needs and their Families for Pre-Service Specialists’ Training in the Socionomic Sphere’.
We begin our results’ discussion with the statement that because of the increased importance of international work settings, much of what we do and how we communicate have moved to the Web. Communication, access, and creation of information have become everyday life and work tasks that rely on the use of personal and networked technologies. Nowadays, we use Computer Mediated Communication (CMC) – any human communication that occurs through the use of two or more electronic devices and is extensively used in distance and e-learning – to get news updates from around the world, to research ideas, exchange photos, publish our thoughts, tell people where we are and share experiences of all kinds. This includes text messages, e-mails, blogs and discussion forums, social networks, virtual worlds, etc.
The focus of our present discussion is ‘distance learning’, ‘e-learning’, ‘modes of e-learning’.
There are many definitions of the term ‘distance learning’ that reflect the diversity of approaches to
its understanding. In the most profound studies of the phenomenon done by Andreev [
Pallof and Pratt [
The history of distance learning can be traced more than two centuries back and is connected with
the emergence of the correspondence institution. Other forms of communication developed during
the period of industrialisation and are associated with the invention of the radio and television, i.e.,
radiocourses and television courses. Later on, the appearance of the World Wide Web played the most
significant part in the spread of the remote mode of learning. Consequently, the historical development
of distance learning is reflected in its models’ evolution – on the basis of a correspondence mode, an
online mode, an e-learning mode [
The term ‘e-learning’ also has a big number of interpretations and is used in diferent ways, depending on pedagogical goals and contexts. Our search for e-learning definitions via Google Search Engine yielded 1330000 entries. The generalised definition of e-learning describes it as a variation of distance learning that has gained active development due to the emergence of new technologies.
It is true that the e-learning model is the latest in the history of distance education and has a
threedimensional structure. Through the training based on e-learning principles, students can acquire
knowledge anywhere, anytime, and at any speed [
The Instructional Telecommunications Council defines distance education as “the process of extending
learning, or delivering instructional resource-sharing opportunities, to locations away from a classroom,
building or site, to another classroom, building or site by using video, audio, computer, multimedia
communications, or some combination of these with other traditional delivery methods” [
The European e-Learning Action Plan defines e-learning as the use of the latest multimedia
technologies and the Internet with the aim to improve the quality of the education through granting access to
resources and services, distance exchange, and cooperation [
According to the method of interaction, such modes of e-learning can be distinguished: the
interaction between a student-electronic environment, student-student, student-teacher, teacher-electronic
environment, interaction inside the educational community. According to the time criterion, e-learning
organisation is classified as asynchronous (diferent times of teaching and learning), synchronous
(teaching and learning take place at the same time), or a combination of the two. For example,
asynchronous communication (e-mail) allows using authentic speech and meaningful context. Compared to
face-to-face communication and synchronous online tools, this environment gives students enough time
to reflect and formulate their utterances. Synchronous communication – real-time communication (text
chats) simulates conversation but is not complicated by the possible ‘dominance’ of direct discussions.
Research confirms the fact that students participate more often and more proportionately in online
discussions than in face-to-face communication. It should also be added that online discussions create a
student-centred environment in which they are more willing to take risks [
According to the criterion of technological means’ utilisation, e-learning can be computer-based, laptop-based, video conferencing-based, forums-based, weblogs-based, etc. By the methods of information transfer – text, sound, picture, video, animation, simulation, interactive resources based, etc.
In our article, we use the term ‘e-learning’ broadly to relate to the learning environments where CMC is used as a fundamental of educational instruction.
We consider it necessary to illustrate the above-presented theoretical reflections with the summative overview of the empirical results obtained at the Department of Foreign Languages, Prydniprovska State Academy of Civil Engineering and Architecture at the time of the quarantine, the year 2020.
Based on the statistics received from ‘Analysis of the E-Learning Tools Preferences’ form disseminated among the teaching staf of the department (the sample of 30 teachers), the most popular videoconferencing platforms chosen by teachers of the department were Skype and Zoom, while Google Hang- outs and Discord with video-conferencing features were found less popular. The popularity of Viber is also explained by its video-conferencing function. Social networking apps that were actively used by the faculty were Telegram and Viber. E-mail service was also chosen for the asynchronous correspondence with students. Google Classroom was applied by instructors to exchange texts, audio, video, and hyper-linked material (figure 1).
Our experience has also provided qualitative data. For example, the benefits of Skype’s application, according to our stafs’ opinion, lie in the number of video chat participants (which is unlimited), the ease of operation on the screen, the inclusion of such activities as speaking, reading, and, partially, writing. Regarding the use of Google Meet application, which is almost identical to Skype, a ‘Share Screen’ feature that lets students see what the instructor demonstrates on the monitor: files, videos, etc., a ‘Chat History’ feature that records the number of people attending each class are regarded as supportive. At the same time, it does not have a file-sharing feature and the number of video chat participants is limited up to 10. When it comes to written assignments, the Google Classroom application is named as the best fit. Here, an instructor posts assignments and sets up the deadline, selects students for whom the tasks are assigned, evaluates students’ works (the number of points is selected on a diferent scale principle following the instructor’s choice). It is also interesting to mark here that back in March-May 2020 Google Meet was not as popular an application as it is now.
A separate part of our discussion was given to the Zoom platform’s analysis, as teaching on this platform, judging by our teachers’ feedback, is challenging. This is connected with the phenomenon, described as ‘Zoom fatigue’.
Those teachers who used this video-conferencing platform complained that after two sequential
sessions they were more tired than after the same number of face-to-face lessons in a real class setting.
One of the explanations for this is provided by [
On this stage, we also organised a brief questioning of students as to what most dificult aspects of e-learning they could name. The question we asked was ’What is the most challenging for you in e-learning?’ The possible alternatives were pre-formulated for the students to choose from and the number of choices was not limited. Our statistics look as follows: 1. Problems with self-organisation, high level of distraction – eight students – 34.8%. 2. The excessive number of educational tasks – eight students – 34.8%. 3. Dependence on technical means – twenty students – 86.9%. 4. Poor quality of home Internet – fourteen students – 60.8%. 5. Restrictions on obtaining practical skills – five students – 21.7%. 6. Lack of opportunity to communicate freely with the teacher – none – 0%. 7. Lack of control over the level of knowledge – three students – 13.04%. 8. Insuficient duration of classes (time limit) – none – 0%.
9. The quality of the material taught – four students – 17.4%. 10. Insuficient theoretical materials to perform tests and/or tasks – seven students – 30.4%. 11. Lack of opportunity to communicate with other students – thirteen students – 56.5%. 12. The need to learn how to work online – three students – 13.04%.
It is necessary to mention here, that we had a chance to compare the results of our questionnaire with the results, obtained in Alfred Nobel University, Dnipro from the same questionnaire introduced during the period from 8 to 14 April 2020 in electronic form. The total number of interviewees there made up 1062 students. According to the form of education, the interviewed students were distributed as follows: • full-time students – 911 people – 85.8%; • part-time students – 24 people – 2.3%; • correspondence courses’ students – 127 people – 12%.
Alfred Nobel University’s statistics look as follows: 1. Problems with self-organisation, high level of distraction – 351 students – 33.1%. 2. The excessive number of educational tasks – 330 students – 31.1%. 3. Dependence on technical means – 302 – 28.4%. 4. Poor quality of home Internet – 300 – 28.2%. 5. Restrictions on obtaining practical skills – 286 – 26.9%. 6. Lack of opportunity to communicate freely with the teacher – 249 – 23.4%. 7. Lack of control over the level of knowledge – 186 – 17.5%. 8. Insuficient duration of classes (time limit) – 162 – 15.3%.
9. The quality of the material taught – 122 – 11.5%. 10. Insuficient theoretical materials to perform tests and/or tasks – 110 – 10.4%. 11. Lack of opportunity to communicate with other students – 108 – 10.2%. 12. The need to learn how to work online – 55 – 5.2%.
Based on the comparative analysis, we got very close statistical data on statements one, two, five, seven, and eight, though the size of the samples interviewed varied.
Overall, the results of this stage can be summarised as follows: distance learning and its later version – e-learning should be applied with the organisational culture analysis in mind. The most popular videoconferencing platforms named by the faculty are Viber, Skype, and Zoom, while Google Meet and Discord are found less popular. Social networking apps actively used by the faculty are Telegram, Viber. The most debatable is the Zoom platform as, on the one hand, it has a lot of advantageous features both for teachers and students. At the same time, such a phenomenon as ‘Zoom fatigue’ is marked by the faculty as a disadvantageous one.
With the reference to the students’ feedback from as for the e-learning during the quarantine – ‘dependence on technical means’ is named as the main challenge, followed by the poor quality of the Internet, problems with self-organisation, the number of tasks given, the restriction on exercising practical skills, which helps highlight the current e-learning situation in HEIs, reveal challenges and needs to further action.
Moving on to the discussion of the second task, we would present the idea expressed by Kirby [
Gamification is the use of game elements (such as points, badges, leader boards, competition,
achievements) in a non-game setting with the aim to turn routine tasks into more refreshing, motivating
experiences [
We think it necessary to note that ‘video games’ are considered an activity that includes one or more
players, has definite goals, rules, limitations, rewards and outcomes, is artificial with the element of a
competition. At the same time, ‘serious video games’ are those that are built on game-based learning
principles, include basic elements of video games and are used not for the entertainment [
Game-based learning (GBL) is a type of gameplay with defined learning outcomes [
Based on our previous research revision, we may state that video games present a diferent learning
environment (with a wide spectrum of built-in assistive features) where players interact, experiment,
discover and research. They are good at helping to memorise studied material (at ‘grinding’ things).
The material studied in games is stored longer in players’ memory. Games let play through the same
situation applying diferent behavioural models, methods and approaches. Games are cost-efective and
eficient in training for hazardous situations (firefighters, ambulance, pilots). Games appeal to diferent
learning styles (visual, audio, kinesthetic). Games are adaptable to a particular player’s level (with the
increase of dificulty based on the player’s performance). Games help develop movements’ coordination
and spatial sensation. As a novel educational instrument, games increase motivation. Games stimulate
players’ interaction, participation, discussion, and reflection [
Recent meta-analyses of gamification in higher education (2020-2024) reveal that personalized
gamiifcation based on player-type models significantly outperforms one-size-fits-all approaches. Studies
utilizing HEXAD player typologies show that tailoring game elements to individual preferences results
in 35-40% higher engagement rates and 25-30% better learning outcomes compared to generic
gamification [
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The third stage of our article is connected with the description and the discussion of two cases of
serious games’ implementation into the educational process. The first game for learning that was
used is ‘GloBall Manager’ game that was developed within the GA-BALL (’Game-Based Language
Learning’) project – a joint project between the Engineering Faculty of Porto Politech Institute (ISEP),
Virtual Campus Porto, Technical University of Gabrovo (Bulgaria) and Federal University Pelotas (Brazil)
[
The game was implemented into the Cross-Cultural Communication course delivered for the four-year course students of Philology, University of Customs and Finance, Dnipro, Ukraine. The aim of the course is to study intercultural professional communication, develop cross-cultural sensitivity of students, form theoretical knowledge about the essence, communication structure and its peculiarities in a cross-cultural environment; linguistic, psychological and socio-cultural features of cross-cultural communication; development of the skills that can help students be efective in intercultural communication. The game was used at practical classes one time per week, 30 minutes for each session during the first semester of 2021. The game was demonstrated from the main (lecturer’s) computer. Students’ work was initially organised as individual, pair or mini- group work and in online learning mode later on – as teacher-class interaction. Business Culture Scenario was chosen as the study material and was played from the beginning till the end. The scenario was played in English. 46 students were enrolled in the course.
It is important to say that the above-presented game was used as the study material, around which lesson plans were developed. It is an acknowledged fact that educational digital games’ integration into a specific educational context is a complex process as, during a digital game-based lesson, a teacher acts as tech support, IT administrator, a moderator, a debriefer. The teacher may be an active player and provide feedback from ‘inside’ the game. Also, there are three distinct stages in a digital game-based lesson, i.e., before the game-play stage, during the game-play stage, after the game-play stage, accompanied by preparing a lesson plan, setting up the game-play situation, guiding learners in the game-play process, ifnalising game-play experience.
We also wanted to understand the quality of the course with a video game integrated into it. Therefore,
we organised a survey based on ‘The Instructional Materials Motivation Survey (IMMS)’ by Keller [
There are several models that help estimate the quality of e-learning. The existing models can be
divided into two categories: those based on empirical data and those based on theoretical developments.
An example of the first category is the quality model proposed by the Institute for Higher Education
Development ‘Quality on the Line: Success Factors for Distance Learning’ [
There are also a number of models that have been developed to measure the quality of a course
(including distance learning) through measuring learners’ motivation in order to improve a course
design or to adapt a course to learners’ motivational needs [
Keller [
Attention – is the importance of incorporating a variety of tactics to gain learner’s attention by the use of interesting graphics, animation, an event that introduces a conflict, mystery, unresolved problems, and other techniques to stimulate the inquiry in learners.
Relevance – the consistency of the course and the instructional material with students’ goals, learning styles, and past experiences. The connection of the content to the learners’ future jobs or interesting topics.
Confidence – lies in helping students establish a positive attitude, drive for success, and the experience of success as the result of their ability and eforts.
Satisfaction – is the maintenance of positive feelings about learning experiences, i.e., positive rewards
and recognition [
The main ideas behind the ARCS model are that motivation is influenced by the degree to which a
teacher and the instructional materials arise curiosity, are personally relevant with challenge levels that
promote confidence, and do not contain stressors that would inhibit students’ efort [
The ARCS model and the IMMS inventory (that is an integral part of it) can be used with print-based
self-directed learning, computer-based instruction, or online courses, have been successfully applied
to diferent educational settings and proved to be informative as an instrument for the eficiency of a
course measurement [
The IMMS (the Instructional Materials Motivation) survey consists of 36 items and 4 subscales. The 4 subscales are attention (12 items), relevance (9 items), confidence (9 items), and satisfaction (6 items). It measures learners’ motivation level by applying a 5-point symmetrical Likert scale.
We consider it necessary to give here examples of questions for each of the subscales.
Examples for the ‘Attention’ subscale: ‘There was something interesting at the beginning of this course that got my attention’. ‘These materials are eye-catching’. ‘This course is so abstract that it was hard to keep my attention (an example of a reverse question)’.
Examples for the ‘Relevance’ subscale: ‘It is clear to me how the content of this material is related to things I already know’. ‘There were stories, pictures, or examples that showed me how this material could be important to some people’. ‘The content of this material is relevant to my interests’.
Examples for the ‘Confidence’ subscale: ‘When I first looked at this course, I understood it would be easy for me’. ‘This material was more dificult to understand than I would like it to be (a reverse question)’. ‘After working on this course for a while, I felt confident that I would be able to pass a test on it’.
For the ‘Satisfaction’ subscale: ‘Completing the exercises in this course gave me a satisfying feeling
of accomplishment’. ‘I enjoyed this course so much that I would like to know more about this topic’. ‘I
really enjoyed studying this course’. ‘The wording of feedback after the exercises, or of other comments
in this course, helped me feel rewarded for my efort’ [
46 four-year students of Philology enrolled in the Cross-Cultural Communication course took part in the survey. The data we obtained are presented in the table 2.
The results of the third stage can be summarized as follows: 18 (39.2%) out of 46 students demonstrated high level of motivation, 7 (15.2%) had upper-medium motivation level, 13 students (28.2%) of medium
Motivation level
Scores motivation level and 8 (17.4%) – low motivation level.
The second case discussed here is based on ‘Auti-Sim’ and ‘Prism’ – serious video games for Teachers,
Psychologists and Social Workers trained for inclusive education. The idea to use video games in
their study programmes is grounded in the assumptions that educational and entertaining games are
central to a child’s social development because, for example, they allow the child to form independent
relationships with peers [
‘Auti-Sim’ game attempts to simulate the experience of a child with autism, presenting an experience
of auditory hypersensitivity on a school playground. The player walks around a school playground,
full of talking children. As they approach the children, the noise level increases, creating a total audio
distortion. This makes it quite dificult to stay around the other children for an extended period of time.
As a result, the player spends most of their time at the edges of the playground, isolated from the rest
of the world. The silence in the game is as powerful as the sound [
The games were used within the framework of the University Social and Psychological Service (Alfred
Nobel University, Dnipro) and the meetings of an educational and scientific student group ‘Fundamentals
of Support for Children with Special Needs and their Families for Pre-Service Specialists’ Training in the
Socionomic Sphere’. Here, the variety of teaching methods to develop students’ theoretical knowledge
and practical skills are used: starting from a review and analysis of documentary mini-films and
educational-scientific films of the researched problem; psychoanalysis of blogs, websites, educational
portals, groups on social networks that are social workers, social educators, psychologists, working
with families raising children with special needs, ending with game therapeutic programmes designed
by foreign scholars and practitioners, in particular, joint puzzle games Nintendo Wii, ADDventurous
Rhythmic planet, social robot (KASPAR); Daisy, ECHOES, Pico’s Adventure, Let’s Face It (LFI),
GoGo Games [
18 participants of the seminar were asked. The generalised statistics we got help us understand that the participants’ experience with video games is a new one and is perceived as a tool that helps find out something new (44%); 36%% of the respondents marked game-play experience as a positive one; 16% answered that they were emotionally involved; it’s motivating – (64%). As for the attitude of the participants to the video games: they help organise teamwork – (64%); they help develop useful skills – (44%); they motivate to learn – (64%); they can engage – (44%); they develop independent learning – (48%); they develop skills of understanding – (72%).
As for the readiness to use video games: 60% answered that they would like to use them but need more information on how to use; 20% feel confident; 16% will use the material that they are familiar with and are used to; 4% answered that it is risky.
Among the obstacles to use video games in their practice, the respondents named the absence of specific knowledge – (68%); low level of digital competence – (48%); low level of equipment and Internet connection – (48%); some doubts as for the possible eficiency of video games as an instructional tool – (32%).
The task for the fourth stage was to compare the results obtained in the present study with those that we got earlier at Prydniprovska State Academy of Civil Engineering and Architecture, the Department of Foreign Languages during March-May, 2020 and connected with the measurement of the e-learning courses’ design eficiency. In both cases, the IMMS instrument was used. Figure 8 represents the comparative results of two studies.
The results of the fourth stage reflect the comparative new and earlier received statistics, where we may see a significant increase in students’ motivation when the serious video game ‘GloBall Manager’ was used – 39.2% of High Level in a new study against 8.7% received earlier. At the same time, there is a decrease of Upper Medium and Medium Levels’ data, which is logical as there is an increase of High Level figures. Interesting enough is the fact that the Low Level data from both studies coincide, i.e., 8 students of 46 demonstrated it in the new research and 4 out of 27 in the old one, which gives us 17.4%. We would describe the new generalised data as the demonstration of ‘positive disposition’ of students towards the e-learning material (with an integrated video game) whereas the previous research results gave us ‘satisfactory disposition’ to the e-learning courses. This diference can be explained by a thorough consideration of SVGs’ integration peculiarities that resulted in better-structured material that students interacted with, better contextualisation of the material, the ability of a video game to arise curiosity, present a safe environment for experimentation, relevant study content. Also, we would mention a homogeneity of the course (as there was one instructor and one course was measured) among the factors that contributed to students’ motivation increase. In the earlier work, diferent courses with diferent instructors and diferent syllabuses were evaluated.
The comprehensive analysis of research from 2019-2024 reveals several critical patterns in the
implementation of CMC and gamification for sustainable higher education. Meta-analyses covering over 15,000
students across 35 countries demonstrate that institutions implementing integrated CMC-gamification
frameworks achieve 45-60% higher sustainability metrics compared to traditional approaches [
Particularly noteworthy is the emergence of Systemic Gamification Theory (SGT), which provides a
human-centered, contextually adaptive framework for inclusive gamified learning [
Furthermore, the integration of advanced technologies such as telepresence robots and AI-driven
adaptive systems shows promise in addressing accessibility challenges. Studies indicate that telepresence
robots can increase participation rates by 40% for remote students while maintaining social presence
comparable to physical attendance [
Digimodernism and videoludification of the society are visible through the gamification process applied
to education, labour, business, therapy, social relationships. Virtual reality, augmented reality, social
networking platforms (Twitter, Facebook, X (Instagram), etc.) are the key contributors to the complex
contemporary social and cultural transformations [
In the present work, we undertook the tasks of overviewing the computer-mediated communication
(CMC) modes and means that have become the primary channel of communication in the context
of COVID lockdown and after-pandemic period; we discussed gamification, SVGs, and game-based
learning as a part of contemporary educational reality; presented the results of the courses’ eficiency
measurement through the application of ‘The Instructional Materials Motivation (IMMS)’ survey by
[
Distance learning and its later version – e-learning that expands the educational process by giving
access to knowledge from anywhere, at any time, at any speed and is backed up by the CMC, the latest
multimedia technologies and the Internet, should be applied with the organisational culture analysis
in mind. We maintain that the model of ‘any time’, ‘any place’, ‘any way’, ‘any speed’ needs to be
supplemented by a cultural component under which we mean the culture of a particular institution
[
The most popular video-conferencing platforms and tools chosen by the teachers of the department
and discussed in the earlier article [
Skype was chosen by many because of the unlimited number of video chat participants, the ease of operation on the screen, the inclusion of such activities as speaking, reading, and, partially, writing. Google Meet application – because of a ‘Share Screen’ feature that lets students see what the instructor demonstrates on the monitor, a ‘Chat History’ feature – because it records the number of people attending each class, Google Classroom – as it lets post assignments and set up the deadline, evaluate students’ works according to a variety of evaluation scales.
The most debatable was the Zoom platform as, on the one hand, it does not limit the number of the participants, is quite easy in operation, has a session recording feature, an instructor’s screen demonstration, a whiteboard to write comments, a group chat feature, a waiting room (to prevent unregistered participants join the conference), a conference room – to split students into separate mini-groups. At the same time, such a phenomenon as ‘Zoom fatigue’ was marked by teachers, which can be partially explained by the presence of many people at a time on the screen, the need to monitor our non-verbal language as instructors, to shift to teacher-centricity and one-way communication. It is also worth mentioning here that back in March-May 2020 Google Meet was not as popular an application as it is now.
With the reference to the students’ feedback from the distance work during the quarantine – ‘dependence on technical means’ was named as the main challenge, followed by the poor quality of the Internet, problems with self-organisation, the number of tasks, restriction on exercising practical skills. Though the experimental sample was quite small and limited to thirty instructors and twenty-three students, we maintain that the experience of our department at the time of the quarantine due to the COVID-19 situation still highlights the current e-learning situation in our HEIs, reveals several challenges and needs, helps layout further strategies to support fluid, holistic, seamless, pervasive, personalised education optimised by technology.
Digital pedagogy, gamification, game-based learning and serious video games based on CMC and nowadays, mobile technology are becoming principal parts of contemporary education. They are capable to enhance learning through challenge, exploration, interaction, reflection, ‘positive failure’, adaptability to a particular player’s decision-making level, etc. Practical work, based on two video games, that is described in task three proved positive results (e.g. students’ increased motivation) and positive attitude of the pre-service training students in the socioeconomic sphere towards video games as a way of instruction. We would explain this ‘positive disposition’ of students by a better-structured material that students interacted with, better contextualisation of the material, the ability of a video game to arise curiosity, present a safe environment for experimentation and relevant study content.
Video games were also described as capable to develop skills of team-working, problem-solving,
critical thinking; to enhance self-guided learning skills. At the same time, a strong need for pedagogic
training that may empower teachers with the required knowledge and skills about gamified learning
applications, educational digital games and digital competencies development was identified. This
confirmed the earlier conclusions about the need to increase the level of digital and pedagogical skills of
HEIs faculty; to further develop their didactic skills in mastering new approaches to academic courses’
material design in e-learning format; to encourage the culture of cooperation and sharing, as well as to
experience a wide range of applications, digital tools, and services that support the process of education;
the development of an educational content to be accessed by students at any time, from any place,
from any computer, the increase of students’ digital literacies [
The strategic integration of computer-mediated communication and gamification represents a pivotal
advancement in achieving sustainable higher education. Our findings, supported by global research
trends, indicate that these technologies are not merely supplementary tools but principal characteristics
that fundamentally reshape educational ecosystems. The path forward requires continued innovation
in personalized learning technologies, robust institutional frameworks, and comprehensive teacher
training programs that address both pedagogical and ethical dimensions of digital education. As we
move toward an increasingly digital future, the synergistic application of CMC and gamification will be
essential in creating resilient, inclusive, and sustainable educational systems capable of meeting the
complex challenges of the 21st century [
Our present research holds certain limitations as for the generalisability of its results. Among them are the size of the sample. The obtained results were compared with a similar survey, which makes the comparison results as the first approximation. There is also a need for further tests of the questionnaire’s reliability and validity.
The authors have not employed any generative AI tools.