USING NARRATIVE SCENARIOS AS A GAMIFIED MODEL FOR TEACHING LITERARY DISCIPINES

Abstract

The article examines the pedagogical potential of narrative scenarios as an innovative approach to the gamified model for teaching literary disciplines in higher education institutions. The focus is on the concept of “reader as character,” which aims to shift the student’s role from a passive observer to an active participant in the artistic world of the work. The application of narrative play, such as “role entry” and “added character,” is substantiated as contributing to the development of empathetic and interpretive reading, shaping the ability to model character motivations, activating critical thinking, and ensuring emotional and cognitive immersion into the text structure. The theoretical foundation of the research is based on modern approaches to gamification, narrative pedagogy, and reception theory. It is demonstrated that narrative scenarios align with the principles of activity-oriented learning, enabling the implementation of autonomous student motivation mechanisms through role selection, situationality, plot decisions, and reflective tasks. The didactic conditions for creating effective scenarios are outlined: plot logic, game mechanics, sequence of actions, and psychological and stylistic correspondence to the literary text.

The article provides examples of using narrative scenarios in teaching the history of Ukrainian and foreign literatures. The empirical component of the research confirms the effectiveness of narrative scenarios in forming interpretive, analytical, and communicative competencies, as well as increasing internal motivation and student engagement with literary texts. It is concluded that narrative scenarios represent an effective pedagogical technology for modernizing literary education and offer a promising direction for further scientific and methodological research.