Gamification of the Google Classroom Educational Platform as a Tool for Developing Students Teamwork Skills

Arkabaev  Nurkasym Kylychbekovich; Murzakmatova  Ziiada Zhumabaevna; Abdugulova  Gulzhan Sadyrbekovna; Kuduev  Altynbek Zhalilbekovich; Shakirov  Kylychbek Kurbanbekovich

doi:10.48161/qaj.v5n4a1784

Authors

Arkabaev Nurkasym Kylychbekovich Institute of Mathematics, Physics, Engineering and Information Technologies, Osh State University, Osh 723500, Kyrgyzstan.
Murzakmatova Ziiada Zhumabaevna Institute of Mathematics, Physics, Engineering and Information Technologies, Osh State University, Osh 723500, Kyrgyzstan.
Abdugulova Gulzhan Sadyrbekovna Institute of Mathematics, Physics, Engineering and Information Technologies, Osh State University, Osh 723500, Kyrgyzstan.
Kuduev Altynbek Zhalilbekovich Institute of Mathematics, Physics, Engineering and Information Technologies, Osh State University, Osh 723500, Kyrgyzstan.
Shakirov Kylychbek Kurbanbekovich Institute of Mathematics, Physics, Engineering and Information Technologies, Osh State University, Osh 723500, Kyrgyzstan.

DOI:

https://doi.org/10.48161/qaj.v5n4a1784

Keywords:

gamification, google classroom, team interaction, digital educational environment, soft skills, educational technologies, longitudinal analysis.

Abstract

The article presents an experimental study on the effectiveness of gamification in the Google Classroom educational platform for developing students' teamwork skills. The research was conducted at Osh State University with 80 first-year Computer Science and Engineering students divided into experimental and control groups. The theoretical foundations of educational process gamification are examined, and a model of a gamified educational environment has been developed and tested, including a system of achievements, team ratings, and multi-component assessment. Methodologically, the study employed a mixed-methods approach combining quantitative assessment through standardized psychometric instruments with qualitative analysis of interviews and focus groups. Statistical analysis included Student's t-tests for between-group comparisons, repeated measures ANOVA for tracking developmental dynamics, multiple regression analysis (R² = 0.67) for determining predictor significance, and structural equation modeling (χ² = 67.35, df = 42, RMSEA = 0.047) to validate causal relationships. Effect sizes (Cohen's d ranging from 1.82 to 2.75) were calculated to assess practical significance. The effectiveness of the model has been experimentally confirmed, showing increased student engagement, improved team interaction, and enhanced digital competences. Research limitations and directions for further model development are identified. Practical recommendations for implementing gamification elements in various educational contexts are presented. The study demonstrates the potential of gamification as a tool for developing soft skills in the context of digital transformation of education.

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