Brainstorming Game Technologies in the Teaching Practice of Higher Education Institutions

Abstract

The article deals with the psychological and pedagogical foundations of using intellectual brainstorming didactic games in training professionals in different fields of study at higher education institutions. According to the principle of hidden didacticism, the concept of the universal and assisting type of intellectual games has been suggested – for the improvement of students' learning outcomes and for the forming of soft skills, team building, and optimization of personal and personal and collective professionally respective decision-making strategies as well. Based on the personal pedagogic experience of the authors in teaching non-related – medical and philological disciplines and on the empirical material of completed didactically neutral intellectual games, their efficiency in forming different types of competencies has been analyzed – common background knowledge, professional knowledge, and team-based soft skills.