DEVELOPING STUDENT INTERACTIVITY IN THE COURSE EVOLUTIONARY THEORY THROUGH THE USE OF GAME-BASED TECHNOLOGIES

Abstract

This article examines the effectiveness of using game-based technologies in teaching the course Evolutionary Theory. The aim of the study was to determine the impact of game-based technologies on students’ interactivity, cognitive engagement, learning motivation, and quality of knowledge. The main idea of the work was to identify effective ways of explaining complex biological concepts through games, modelling, role-based activities, and digital tools. The scientific significance of the study lies in clarifying the possibilities of applying game-based technologies in higher education. Its practical significance is that the proposed methods can be directly used in biology teaching. The study employed observation, a comparative experiment, questionnaires, testing, reflective analysis, and statistical data processing. Forty students took part in the experiment and were divided into experimental and control groups. The study lasted for eight weeks. The results showed that in the group where game-based technologies were applied, academic achievement, interactivity, cognitive motivation, participation in group work, and the quality of practical task performance increased significantly. In the experimental group, the quality of knowledge rose from 42% to 87%. The significance of the study lies in demonstrating that game-based technologies transform students from passive listeners into active participants in the learning process. The study concludes that learning through games is an effective pedagogical tool for teaching Evolutionary Theory.