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G. Molnár, K. Nagy, Z. Szűts

Budapest University of Technology and Economics, Department of Technical Education (HUNGARY)
The aim of this study is, within the framework of empirical action research, to assess/measure the attitudes and competencies of students in higher education to ICT and the labor market, their nature, and their degree of development.
The development of digital and information-communication technology plays a key role in the world economy, especially in the fields of innovation, economic growth and the labor market. Digital competence is one of the eight key competences identified by the European Union as required for lifelong learning (Official Journal L 394 of 30.12.2006). In the European Digital Competence Framework, 21 competencies are defined. These are essential for citizens in achieving goals both at work and in everyday life.
The authors’ hypothesis is that the lack of digital and labor market competencies and the misplaced classification in higher education is an issue that must be addressed.
Furthermore, the authors investigate the methods of teaching used in higher education: direct or indirect, traditional or advanced pedagogical approaches.
The authors argue that a special alternative training methodology based on gamification could be implemented, offering an opportunity for individual digital learning.
Gamification tools, applied methods, competencies and co-operation, as well as the use of audiovisual elements in higher education together represent a set of possible alternatives to addressing younger generations’ needs in education (Dervojeda, 2018). With the gamification approach, universities hope to attain an improvement in student attitudes, a higher degree of motivation and a more comfortable institutional well-being. So even the acquisition of specific curricula is easier and more effective. In rethinking the social integration of today’s "net generation", it is particularly important to recognize that the internal motivation mechanism is much more effective than an external one. Gamification is specifically recommended as a way to activate this, as it: addresses people who prefer the possibilities of creativity, the experience flow and the joy of activity itself (Molnár, 2017).
In their research, the authors were seeking answers to questions concerning the expectations of full time students at the Budapest University of Technology and Economics. On the basis of the results, it is hoped that the development of a gamification-based course can begin. The research method applied is what is known as action research. It also includes a general analysis using the latest results in the areas of the learning environment and interactive-collaborative online learning as the base of the process of open content development. A questionnaire was developed converning the use of ICT tools, and in the autumn of 2017 a piece of original research was conducted, the results of which are presented in this paper. In the course of the research, the focus was on obtaining relevant and significant responses to the following questions: to what degree students are aware of the competencies needed in the course of their studies and later careers; how these can be conditioned; and how interested they would be in a course based on gamification, and which would improve their digital and labor market competencies.