Board games as a tool for teaching verbs of motion to Iranian students: the role of game mechanics and dynamics

This study is devoted to the optimization of the process of learning verbs of motion by Iranian students of the Russian language by introducing game mechanics and dynamics. Learning this grammatical topic presents significant difficulties for native Persian speakers due to the absence of this topic in the grammar of the Persian language. The paper examines the key elements of the game: dynamics, mechanics and components, as well as different types of game mechanics and their impact on students' motivation, engagement and comprehension of the material. The results show that the integration of interactive game elements significantly increases the efficiency of learning verbs of motion, improves communication skills and contributes to a deeper and more durable memorization of lexical and grammatical material. The study was conducted using qualitative thematic analysis of interviews. The results showed an increase in the average scores for learning, motivation and academic activity of students after the introduction of the game environment. The qualitative analysis identified specific mechanics (points and rewards, levels, league tables, goals, challenges, feedback) and their associated dynamics (motivation, enjoyment, confidence, engagement, competition, enthusiasm, concentration, progress). The interviews confirmed that these elements effectively stimulate students’ motivation, engagement and sense of progress, creating a positive environment for language learning.