USING GAMING TOOLS TO PROVIDE INTERACTIVITY IN THE ZOOM ONLINE CONFERENCE ENVIRONMENT

Abstract

This article addresses the issue of the low utilization of interactive gaming techniques in the context of video conferencing for student education. The conclusion about the low utilization is supported by surveys conducted among university and college professors. The rationale for applying interactive games to enhance the quality of education, increase student engagement, improve feedback, and foster positive perception of online learning is discussed. The solution to this problem is examined within the context of using the ZOOM video conferencing platform, which has provided free access to its resources to domestic educators since the beginning of the Russian-Ukrainian conflict.

Video conferencing is considered a modern technology and service for real-time online meetings and collaborative work. The educational possibilities successfully realized within the ZOOM environment are highlighted, including lectures, practical sessions, feedback organization, and collaborative project activities. The functions of the ZOOM service that contribute to gaming interactivity are discussed, such as screen sharing with multiple participants, collective use of a digital whiteboard, gaming in collaborative mode with a digital whiteboard, chat usage, application integration (Mentimeter, Kahoot!, etc.), session rooms, and non-verbal reactions.

These functions are explained in terms of their usage logic and the tasks they can accomplish. Emotional engagement is used to involve students in discussions, approval, or disapproval of discussion topics, session rooms are employed for carrying out specific collective tasks, discussions, creating mini-projects, and presentations. Embedded applications are used for conducting surveys, tests, quizzes, and creating word clouds directly within the service. Collective use of a digital whiteboard and its templates are employed for team games, group discussions, and strategy formation, as well as reflection.

It is noted that the application of interactive functions elicits a positive response from students, as it allows them to participate indirectly without the stress of public speaking situations. An example of successful collaboration between professors at Lviv Polytechnic National University and instructors at Sumy Vocational College of Economics and Trade regarding the application of interactive gaming techniques is provided. The positive experience and improvements in material retention, student engagement, and flexible audience feedback are acknowledged.