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Abstract
This article analyzes the neurodidactic foundations of using gamification elements in organizing classroom activities. The study highlights the importance of considering students’ cognitive, emotional, and motivational characteristics in the educational process. It also provides a scientific explanation of the neurophysiological mechanisms of gamification, particularly its effects on the dopamine system, emotional engagement, and the formation of active memory. The research results demonstrate that applying gamification elements within a neurodidactic approach is a significant factor in improving the effectiveness of education. At the same time, the importance of maintaining pedagogical balance in the use of gamification is emphasized.
References
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