Gamification in developing readiness for self- fulfillment in students of Higher Educational Institutions

The article aims to study the peculiarities of the issue of gamification when developing readiness for self-fulfillment in students of higher educational institution in the course of education. The research involved testing, factor analysis, and statistical data processing. The following research methods were used: the Ryff Scales of Psychological Well-Being; the Personal Orientation Inventory. Reliability of tools and methods was determined using Cronbach's & alpha;. Statistical data were processed using Spearman's correlation coefficient and Fisher's test. The following results were obtained during the research. The Self -acceptance Scale has the lowest arithmetic mean, also within the lower manifestation limit. There are no high indicators on this scale. The largest share of the sample - 61.25% - has a medium self-acceptance level, of which 32.5% are students of the experimental group (EG) and 28.75% -students of the control group (CG). A low level of self-acceptance is characteristic of 21.25% of students in the control group and 17.5% in the experimental group. Based on the obtained data, it is possible to unequivocally assert the effectiveness of gamification in developing students' readiness for self-fulfillment.