A Gamified Web Assistant for Support of Learning Process

A. Lehinovych; V. Nevmerzhytskyi; M.-I. Semianyk; R. Soroka; A. Izmailov

doi:10.15330/itee.2025.3.06

Authors

A. Lehinovych Vasyl Stefanyk Carpathian National University https://orcid.org/0009-0006-8556-7533
V. Nevmerzhytskyi Vasyl Stefanyk Carpathian National University https://orcid.org/0009-0000-2692-3426
M.-I. Semianyk Vasyl Stefanyk Carpathian National University https://orcid.org/0009-0006-4851-9663
R. Soroka Vasyl Stefanyk Carpathian National University https://orcid.org/0009-0004-7829-2370
A. Izmailov Vasyl Stefanyk Carpathian National University https://orcid.org/0000-0002-6165-7490

DOI:

https://doi.org/10.15330/itee.2025.3.06

Keywords:

game development, game mechanics, gamification, interactive learning systems, learning process, web application development

Abstract

This paper describes the architecture, implementation, and evaluation of a gamified web assistant designed to support learning in Chemistry, English, HTML/CSS, and Mathematics courses. The system is implemented as a modular web-based application following a component-oriented architecture, where each course is encapsulated as an independent functional module integrating instructional content delivery and game-driven interaction mechanisms. The platform is developed using modern web technologies to ensure scalability, responsiveness, and cross-platform compatibility.

The educational subsystem provides structured theoretical materials, interactive exercises, and automated assessment tools, while the gamification subsystem incorporates multiple game mechanics, including puzzle-solving scenarios, platformer-style progression, collectible card mechanics, and strategic decision-making models. These mechanics are embedded into the learning workflow through a rule-based progression system, reward algorithms, scoring models, and adaptive feedback loops. Particular attention is given to user interface design, state management, and synchronization between learning tasks and gameplay elements to maintain consistency of the learning process and system stability.

Experimental evaluation includes usability analysis and comparative experimental assessment involving student participants. Quantitative and qualitative data were collected to measure engagement, motivation, and learning outcomes. The experimental results indicate that the integration of structured educational content with interactive game mechanics improves user engagement and perceived learning satisfaction while preserving academic performance at a statistically acceptable level. The study demonstrates that a technically structured gamified web system can effectively combine software engineering principles with instructional design requirements.

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