Digital didactic games as a means of remote support for schoolchildren
In the context of dynamic digitalization of the educational space, the introduction of inclusive education, the task of remote support for educational activities of both gifted students and schoolchildren with disabilities is of high relevance, since it helps to meet special educational needs and resolve difficulties in educational activities. The article presents an overview of some didactic games available for teachers and students on the platforms and services of the Internet and the relevant methodology, as well as a descriptive algorithm for self-development of such games for teachers. The goals, features and advantages of digital didactic games for the elimination of typical subject-related and psychological difficulties in the educational activities among students of different ages are shown.
The work expands the search base of research in the field of teacher education by analyzing the technology of using digital didactic games in the educational process of general and inclusive secondary education.
Methodology and research methods. The study relies on general research methods of systematization and generalization, structural and functional analysis of the targeted use of digital didactic games to prevent and eliminate the difficulties experienced by schoolchildren in educational activities. The methodological basis of the research is a system-activity approach, taking into account the age characteristics of students, as well as the development trends of the modern digital educational environment.
Results and scientific novelty. The analysis determined the goals, functional purposes of digital didactic games used in the process of remote support for elementary school students, as well as for the secondary and high school. The author proposed an algorithm and recommendations for the game development and use of some existing templates for creating digital didactic games available to teachers on digital platforms and services on the Internet and suitable for remote elimination of educational difficulties at schoolchildren.
Practical significance. The results obtained can be used by teachers of general secondary and inclusive education to implement remote support for schoolchildren at different levels of education.