PSYCHOLOGICAL ASPECTS OF THE IMPACT OF EDUCATIONAL GAMES ON THE LEARNING OF GEOGRAPHICAL NAMES IN ENGLISH BY STUDENTS OF ‘INTERNATIONAL RELATIONS’ (USING THE EXAMPLE OF THE LEXICAL GAME ‘TOPONYMICON’)

Abstract

Global crises have led to a general decline in motivation, which has spread to students at Ukrainian higher education institutions, including those studying ‘International Relations’. One effective means of boosting motivation to learn is through educational games. The author’s lexical game ‘Toponymicon’ has been developed to facilitate the more effective study of toponyms in English (names of countries, derived adjectives and catonymic terms) by students of International Relations. The factors contributing to the effectiveness of ‘Toponymicon’ include its focus on educational objectives (facilitating the learning of professional vocabulary) and the element of competition. Among the positive outcomes that can be achieved by using ‘Toponymicon’ in English language classes for students of ‘International Relations’, the following are worth highlighting: improved speaking, analytical and communication skills, the ability to think logically, plan, set priorities, make decisions, work in a team and show initiative, as well as increased self-awareness and emotional intelligence.