In the framework of Uzbekistan's Digital Uzbekistan-2030 strategy, which prioritizes digital literacy and skills development in higher education, equipping students with competencies to create digital educational resources (e.g., interactive presentations, infographics, multimedia content) is essential for modern pedagogical and professional preparation. This study explores the effectiveness of gamification in enhancing these skills among university students. A quasi-experimental mixed-methods design was employed, involving 120 students from Uzbek higher education institutions divided into experimental (gamified intervention using tools like Genially, Kahoot, and Quizizz) and control groups over an 8-12 week period. Pre- and post-assessments, motivation surveys (Likert-scale), and semi-structured interviews were used. Results showed significant improvements in digital resource creation proficiency (e.g., quality rubric scores increased from M=2.1 to M=4.3), motivation (35% rise), creativity, and self-efficacy in the experimental group (p < 0.01). Challenges included uneven access to devices/internet and initial adaptation. The findings align with global evidence on gamification's positive impact on engagement and skills (e.g., via DIGCOMP framework's content creation dimension) and provide recommendations for curriculum integration to support national digital transformation goals.

Gamification, digital resource creation, digital competencies

European Commission. (2022). DigComp 2.2: The Digital Competence Framework for Citizens. Publications Office of the EU.

Ministry of Digital Technologies of Uzbekistan. (2020). Digital Uzbekistan-2030 Strategy.

Bai, S., et al. (2020). Examining the effectiveness of gamification... PMC.

Deroncele-Acosta, et al. (2023). Gamified digital resources in higher education.

[Additional sources from recent studies on Kahoot/Quizizz/Genially, motivation meta-analyses, Uzbekistan digital strategies – cite 10–15 more from Scopus/WoS/Google Scholar as needed.]

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