The research of the possibilities of gamification tools for the development of teacher's emotional intelligence

The problem and the aim of the study. The development of the teacher's emotional intelligence is both the direction of improving the teacher training system, and the condition for the social adaptation of young specialists, and the prevention of emotional burnout syndrome, and a factor in improving the quality of education in general. Gamification tools allow you to create additional conditions for the formation of both personal characteristics and professional competencies of digital school mentors. The purpose of the study is to identify the possibilities of using gamification tools to developing the emotional intelligence of future teachers as a professionally significant personality property. Research methods. The methodology is based on the analysis of the potential of digital technologies with the possibilities of gamification of learning both for the formation of skills and skills components of emotional intelligence, and the professional qualities of a teacher. The experiment involves 50 bachelors of the Institute of Mathematics and Information Systems of Vyatka State University (Russian Federation). Software implementation of game mechanics is performed by the tools of the gaming platform AhaSlides. To assess the formation of emotional intelligence, the questionnaire of D.V. Lyusin is used. Pearson's chisquared test (χ2 ) was used for statistical data processing. Results. Students of the experimental group in classes in the disciplines "Theory and methodology of teaching computer science," "Methodology of extracurricular activities in computer science" analyze the innovative experience of teachers to include game elements in training, study the tools of the game platform AhaSlides and use them to design an emotionally comfortable gamified environment. The functionality of AhaSlides for the development of emotional intelligence has been identified: QR code; time limit; hidden results; interactive presentations with surveys, a cloud of words, open questions. Statistically significant differences in qualitative changes were revealed as for the total integral indicator (χ2 = 10.445; p < 0.05) and interpersonal (χ2 = 10.489; p < 0.05), and intrapersonal (χ2 = 9.931; p < 0.05) of emotional intelligence. In conclusion, factors affecting the effectiveness of the use of gamification tools to form the abilities that form the basis of the teacher's emotional intelligence are distinguished: temperament properties, information processing features, range of interests, information literacy, digital skills formation, experience in participating in gaming events.