Abstract
Within the context of an anthropocentric shift in educational paradigms and the crisis of reproductive methodologies in philology, precipitated by the digital transformation of epistemological practices, this research positions gamification as a catalytic mechanism for constituting linguo-creative competence (LCC). LCC is conceptualized as an integrative meta-competence synthesizing semiotic transformativity, discursive variability, and polycode adaptability. The study aims to verify the didactic potential of scenario-based gaming models for intensifying cognitiveaffective patterns of linguistic creativity. The methodological framework integrates: hermeneutic deconstruction of game mechanics (narrative, simulative, progressive), pedagogical prototyping of immersive scenarios (VR reconstructions, AI-assisted quests), neurocognitive monitoring (fMRI, EEG) and statistical analysis of LCC parameters (fluency, flexibility, originality, elaboration) using computational linguistics tools (Coh-Metrix, LSA). Empirical results (N=120) reveal a nonlinear correlation between gamification types and LCC components: narrative-role simulations maximize semantic flexibility, whereas challenge-oriented mechanics reduce originality while increasing associative fluency. An emergent effect of hybrid scenarios combining VR immersion with post-game reflection is established, elevating the integrated LCC index by 62% through metalinguistic intuition development. Scientific novelty materializes in: a typological matrix aligning game mechanics with neurocognitive correlates of creativity, the concept of chronotopic linguo-creativity as meaning-generation capacity in semiotically dense contexts, a hermeneutic module deconstructing gaming procedure to counter semiotic depth reduction. Practical significance lies in optimizing pedagogical design for philological disciplines through: implementing scenario models mitigating reproductive patterns in higher education, adapting transmedia creativity to digital learning ecosystems, personalizing methodologies accounting for learners’ cognitive-style dimorphism.
Keywords
Gamification in education, linguo-creative competence, didactic scenarios, implicit learning strategies, game-based practices in philology, linguo-productive activity, cognitive-affective patterns, pedagogical scenario design, narrative didactic constructions.