YENİ NESİL VE OYUNLAŞTIRMA: ÖĞRETMEN ADAYLARININ OYUNLAŞTIRMA UYGULAMASINA İLİŞKİN GÖRÜŞLERİ

Yıl: 2021 Cilt: 50 Sayı: 230 Sayfa Aralığı: 535 - 556 Metin Dili: Türkçe DOI: 10.37669/milliegitim.693820 İndeks Tarihi: 06-08-2021

YENİ NESİL VE OYUNLAŞTIRMA: ÖĞRETMEN ADAYLARININ OYUNLAŞTIRMA UYGULAMASINA İLİŞKİN GÖRÜŞLERİ

Öz:
Bu araştırmada özel eğitim öğretmen adaylarının oyunlaştırmaya ilişkingörüşlerinin incelenmesi amaçlanmıştır. Araştırma, nitel araştırma yöntemlerinden biri olan durum çalışması olarak desenlenmiştir. Araştırmada öğretmenadaylarından veri toplamak amacıyla çevrimiçi asenkron yarı-yapılandırılmışgörüşme ve ayrıca yüz yüze yarı yapılandırılmış odak grup görüşmesi yapılmıştır. Toplanan verilerden temalar çıkarmak için içerik analizi kullanılmıştır.Araştırma bulguları incelendiğinde; öğretmen adayları klasik ders anlatımınagöre oyunlaştırmanın oyun bağlamı içinde eğlenceli, ilgi çekici, etkili ve kalıcıöğrenme deneyimleri sağladığını belirtmişlerdir. Ek olarak oyunlaştırma sürecinin kendilerinde önceki konuları tekrar etme ve sonraki konular için de dersehazırlıklı gelme sorumluluğu hissettirdiğini ifade etmişlerdir. Bu düşüncedenhareketle gelecekteki öğrenme ortamlarında oyunlaştırma uygulamalarının kullanımının giderek yaygınlaştırılması önerilebilir. Oyunlaştırma uygulamalarınınkullanımına yönelik eğitim kurumlarında seminerler, çalıştaylar düzenlenebilir,farkındalık çalışmaları yürütülebilir.
Anahtar Kelime:

NEW GENERATION AND GAMIFICATION: VIEWS OF TEACHER CANDIDATES ON GAMIFICATION

Öz:
This study has aimed to investigate pre-service special education teachers’ views on gamification. The study was designed as a qualitative case study. For data collection, asynchronous semi-structured interviews and face-to-face semi-structured focus-group interviews were conducted with the pre-service teachers. Content analysis was used to derive themes from the data collected. The research findings showed that the pre-service teachers believed that gamification, as compared to classical lecturing, can provide more entertaining, attractive, effective, and permanent learning experiences. They also expressed that the gamification process aided them in taking on the responsibility to review previous topics and to come better prepared to the class to address further topics. From this perspective, it can be suggested that the use of gamification applications be gradually increased in future learning environments. Seminars and workshops can be organized in educational institutions for the use of gamification applications, and awareness studies can be carried out.
Anahtar Kelime:

Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık
0
1
1
  • ANNETTA, L. A., MINOGUE, J., HOLMES, S. Y., & CHENG, M. T. (2009). Investigating the impact of video games on high school students’ engagement and learning about genetics. Computers & Education, 53(1), 74-85.
  • BARNES, R. (2017). Kahoot! in the Classroom: Student Engagement Techniques. Nurse Educator, 42(6), 280-282. doi: 10.1097/NNE.0000000000000419.
  • BAVELIER, D. (2012). Your brain on video games. TALKS-TEDX. Retrieved from: http://www. ted.com/talks/daphne_bavelier_your_brain_on_video_games.html
  • BİCEN, H., & KOCAKOYUN, S. (2018). Perceptions of Students for Gamification Approach: Kahoot as a Case Study. International Journal of Emerging Technologies in Learning (iJET), 13(02), 72-93.
  • BİCEN, H. & KOCAKOYUN, S. (2017). Determination of university students’ most preferred mobile application for gamification. World Journal on Educational Technology: Current Issues, 9(1), 18-23.
  • BOLAT, Y. İ., ŞİMŞEK, Ö., & ÜLKER, Ü. (2017). Oyunlaştırılmış çevrimiçi sınıf yanıtlama sisteminin akademik başarıya etkisi ve sisteme yönelik görüşler. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 17(4), 1741-1761.
  • CASTRO BENAVIDES, L. M., TAMAYO ARIAS, J. A., ARANGO SERNA, M. D., BRANCH BEDOYA, J. W., & BURGOS, D. (2020). Digital Transformation in Higher Education Institutions: A Systematic Literature Review. Sensors, 20(11), 3291.
  • CHEN, C. H., & LAW, V. (2016). Scaffolding individual and collaborative game-based learning in learning performance and intrinsic motivation. Computers in Human Behavior, 55, 1201- 1212.
  • CONNOLLY, T. M., BOYLE, E. A., MACARTHUR, E., HAINEY, T., & BOYLE, J. M. (2012). A systematic literature review of empirical evidence on computer games and serious games. Computers & Education, 59(2), 661-686.
  • CÓZAR-GUTİÉRREZ, R., & SÁEZ-LÓPEZ, J. M. (2016). Game-based learning and gamification in initial teacher training in the social sciences: An experiment with Minecraftedu. International Journal of Educational Technology in Higher Education, 13(2), 1-11.
  • CRESWELL, J. W. (2014). Research design qualitative, quantitative and mixed methods approaches (4th ed.). Thousand Oaks, California: SAGE Publications.
  • DAWSON, V. (2008). Use of information and communication technology by early career science teachers in Western Australia. International Journal of Science Education, 30(2), 203-219.
  • DE-MARCOS, L., DOMÍNGUEZ, A., SAENZ-DE-NAVARRETE, J., & PAGÉS, C. (2014). An empirical study comparing gamification and social networking on e-learning. Computers & Education, 75, 82-91.
  • DETERDING, S., SICART, M., NACKE, L., O’HARA, K., & DIXON, D. (2011). Gamification: Using game-design elements in non-gaming contexts. In Part 2-Proceedings of the 2011 annual conference extended abstracts on Human factors in computing systems (pp. 2425- 2428). ACM.
  • DICHEV, C., & DICHEVA, D. (2017). Gamifying education: what is known, what is believed and what remains uncertain: a critical review. International Journal of Educational Technology in Higher Education, 14(9), 2-36.
  • DICHEVA, D., DICHEV, C., AGRE, G., & ANGELOVA, G. (2015). Gamification in education: A systematic mapping study. Educational Technology & Society, 18(3), 75-88.
  • DOMINGUEZ, A., SAENZ-DE-NAVARRETE, J., DE-MARCOS, L., FERNANDEZ-SANZ, L., PAGES, C., & MARTINEZ-HERRAIZ, J.J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63, 380-392.
  • GÖKTAŞ, Y., YILDIRIM Z., & YILDIRIM S. (2008). Bilgi ve iletişim teknolojilerinin eğitim fakültelerindeki durumu: Dekanların görüşleri. Eğitim ve Bilim, 33(149), 30-50.
  • HANUS, M. D., & FOX, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on instrinsic motivation, social comparison, satisfication, effort, and academic performance. Computers & Education, 80, 152-161.
  • JABBAR, A. I. A., & FELICIA, P. (2015). Gameplay engagement and learning in game-based learning: A systematic review. Review of Educational Research, 85(4), 740-779.
  • KAPP, K. M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. San Francisco, CA: Pfeiffer.
  • KIILI, K. (2005). Digital game-based learning: Towards an experiential gaming model. The Internet and Higher Education, 8(1), 13-24.
  • KOIVISTO, J., & HAMARI, J. (2014). Demographic differences in perceived benefits from gamification. Computers in Human Behavior, 35, 179-188.
  • LANDERS, R. N., & ARMSTRONG, M. B. (2015). Enhancing instructional outcomes with gamification: An empirical test of the Technology-Enhanced Training Effectiveness Model. Computers in Human Behavior, xx,1-9.
  • LEE, J. J., & HAMMER, J. (2011). Gamification in education: What, how, why bother? Academic Exchange Quarterly, 15(2), 1-5.
  • MARCZEWSKI, A. (2013). Gamification: A simple introduction & a bit more-tips, advice and thoughts on gamification: self-published by Andrzej Marczewski.
  • MATUTE, J., & MELERO, I. (2016). Game-based learning: using business simulators in the university classroom/Aprender jugando: la utilización de simuladores empresariales en el aula universitaria. Universia Business Review, 13(3), 72-91.
  • MAYER, R. E. (1997). Multimedia learning: Are we asking the right questions? Educational Psychologist, 32(1), 1-19.
  • MAYO, M. J. (2009). Video games: A route to large-scale STEM education? Science, 323, 79-82.
  • MORENO, R., & MAYER, R. E. (2007). Interactive multimodal learning environments. Educational Psychology Review, 19, 309-326.
  • NACKE, L. E., & DETERDING, S. (2017). The maturing of gamification research. Computers in Human Behavior, 71, 450-454.
  • NAH, F. F. H., ZENG, Q., TELAPROLU, V. R., AYYAPPA, A. P., & ESCHENBRENNER, B. (2014). Gamification of education: A review of literature. In F. F. H. Nah (Ed.), 1st International Conference on HCI in Business, HCIB 2014 (pp. 401-409). Cham: Springer International Publishing.
  • OZER, H. H., KANBUL, S., & OZDAMLI, F. (2018). Effects of the Gamification Supported Flipped Classroom Model on the Attitudes and Opinions Regarding Game-Coding Education. International Journal of Emerging Technologies in Learning (iJET), 13(01), 109-123.
  • PEDREIRA, O., GARCÍA, F., BRISABOA, N., & PIATTINI, M. (2015). Gamification in software engineering- A systematic mapping. Information and Software Technology, 57, 157-168.
  • PEDRÓ, F. (2008). The new millennium learners: Challenging our views on digital technologies and learning. Nordic Journal of Digital Literacy, 2(04), 244-264.
  • PLUMP, C. M., & LAROSA, J. (2017). Using Kahoot! in the Classroom to Create Engagement and Active Learning: A Game-Based Technology Solution for eLearning Novices. Management Teaching Review, 2(2), 151-158.
  • PRENSKY, M. (2001). Digital game-based learning. New York: McGraw Hill.
  • PRENSKY, M. (2005). Listen to the natives. Learning in the Digital Age, 63(4), 8-13.
  • RICHTER, G., RABAN, D. R., & RAFAELI, S. (2015). Studying gamification: The effect of rewards and incentives on motivation. In T. Reiners & L. C. Wood (Eds.), Gamification in education and business (pp. 21-46). Cham, Switzerland: Springer International Publishing.
  • SANG, G., VALCKE, M., VAN BRAAK, J., TONDEUR, J., & ZHU, C. (2011). Predicting ICT integration into classroom teaching in Chinese primary schools: exploring the complex interplay of teacher-related variables. Journal of Computer Assisted Learning, 27(2), 160-172.
  • SANTOS, H., BATISTA, J., & MARQUES, R. P. (2019). Digital transformation in higher education: the use of communication technologies by students. Procedia Computer Science, 164, 123- 130.
  • SERA, L., & WHEELER, E. (2017). Game on: The gamification of the pharmacy classroom. Currents in Pharmacy Teaching and Learning, 9(1), 155-159.
  • SEZGİN, S., BOZKURT, A., YILMAZ, E. A., & VAN DER LINDEN, N. (2018). Oyunlaştırma, Eğitim ve Kuramsal Yaklaşımlar: Öğrenme Süreçlerinde Motivasyon, Adanmışlık ve Sürdürebilirlik. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 45, 169-189.
  • SHENTON, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22(2), 63-75.
  • SWELLER, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257-285.
  • TEO, T. (2009). Examining the relationship between student teachers’ self-efficacy beliefs and their intended uses of technology for teaching: A Structural equation modelling approach. Turkish Online Journal of Educational Technology TOJET, 8(4), 7-15.
  • VAN DER MEIJ, H., ALBERS, E., & LEEMKUIL, H. (2011). Learning from games: Does collaboration help? British Journal of Educational Technology, 42(4), 655-664.
  • WANG, A. I. (2015). The wear out effect of a game-based student response system. Computers & Education, 82, 217-227.
  • WAYCOTT, J., BENNETT, S., KENNEDY, G., DALGARNO, B., & GRAY, K. (2010). Digital divides? Student and staff perceptions of information and communication technologies. Computers & Education, 54(4), 1202-1211.
  • WEINBERGER, A., STEGMAN, K., & FISCHER, F. (2005). Computer-supported collaborative learning in higher education: Scripts for argumentative knowledge construction in distributed groups. In T. Koschmann, D. Suthers & T. W. Chan (Eds.), Proceedings of the International Conference on Computer Supported Collaborative Learning 2005 (pp. 717-726): Mahwah, NJ: Erlbaum.
  • WEPNER, S. B., ZIOMEK, N., & TAO, L. (2003). Three teacher educators’ perspectives about the shifting responsibilities of infusing technology into the curriculum. Action in Teacher Education, 24(4), 53-63.
  • WERBACH, K., & HUNTER, D. (2012). For the win: How game thinking can revolutionize your business. Pennsylvania: Wharton Digital Press.
  • YIEN, J. M., HUNG, C. M., HWANG, G. J., & LIN, Y. C. (2011). A game-based learning approach to improving students’ learning achievements in a nutrition course. The Turkish Online Journal of Educational Technology, 10(2), 1-9.
  • YILDIRIM, I. (2017). The effects of gamification-based teaching practices on student achievement and students’ attitudes toward lessons. The Internet and Higher Education, 33, 86-92.
  • YIN, R. K. (2009). Case study research: Design and methods (4th Ed.). Thousand Oaks, CA: Sage.
  • YIN, R. K. (2015). Qualitative research from start to finish. Guilford publications.
  • ZICHERMANN, G., & CUNNINGHAM, C. (2011). Gamification by design: Implementing game mechanics in web and mobile apps. Sebastopol, CA: O’Reilly Media.
APA Sani-Bozkurt S (2021). YENİ NESİL VE OYUNLAŞTIRMA: ÖĞRETMEN ADAYLARININ OYUNLAŞTIRMA UYGULAMASINA İLİŞKİN GÖRÜŞLERİ. , 535 - 556. 10.37669/milliegitim.693820
Chicago Sani-Bozkurt Sunagül YENİ NESİL VE OYUNLAŞTIRMA: ÖĞRETMEN ADAYLARININ OYUNLAŞTIRMA UYGULAMASINA İLİŞKİN GÖRÜŞLERİ. (2021): 535 - 556. 10.37669/milliegitim.693820
MLA Sani-Bozkurt Sunagül YENİ NESİL VE OYUNLAŞTIRMA: ÖĞRETMEN ADAYLARININ OYUNLAŞTIRMA UYGULAMASINA İLİŞKİN GÖRÜŞLERİ. , 2021, ss.535 - 556. 10.37669/milliegitim.693820
AMA Sani-Bozkurt S YENİ NESİL VE OYUNLAŞTIRMA: ÖĞRETMEN ADAYLARININ OYUNLAŞTIRMA UYGULAMASINA İLİŞKİN GÖRÜŞLERİ. . 2021; 535 - 556. 10.37669/milliegitim.693820
Vancouver Sani-Bozkurt S YENİ NESİL VE OYUNLAŞTIRMA: ÖĞRETMEN ADAYLARININ OYUNLAŞTIRMA UYGULAMASINA İLİŞKİN GÖRÜŞLERİ. . 2021; 535 - 556. 10.37669/milliegitim.693820
IEEE Sani-Bozkurt S "YENİ NESİL VE OYUNLAŞTIRMA: ÖĞRETMEN ADAYLARININ OYUNLAŞTIRMA UYGULAMASINA İLİŞKİN GÖRÜŞLERİ." , ss.535 - 556, 2021. 10.37669/milliegitim.693820
ISNAD Sani-Bozkurt, Sunagül. "YENİ NESİL VE OYUNLAŞTIRMA: ÖĞRETMEN ADAYLARININ OYUNLAŞTIRMA UYGULAMASINA İLİŞKİN GÖRÜŞLERİ". (2021), 535-556. https://doi.org/10.37669/milliegitim.693820
APA Sani-Bozkurt S (2021). YENİ NESİL VE OYUNLAŞTIRMA: ÖĞRETMEN ADAYLARININ OYUNLAŞTIRMA UYGULAMASINA İLİŞKİN GÖRÜŞLERİ. Milli Eğitim, 50(230), 535 - 556. 10.37669/milliegitim.693820
Chicago Sani-Bozkurt Sunagül YENİ NESİL VE OYUNLAŞTIRMA: ÖĞRETMEN ADAYLARININ OYUNLAŞTIRMA UYGULAMASINA İLİŞKİN GÖRÜŞLERİ. Milli Eğitim 50, no.230 (2021): 535 - 556. 10.37669/milliegitim.693820
MLA Sani-Bozkurt Sunagül YENİ NESİL VE OYUNLAŞTIRMA: ÖĞRETMEN ADAYLARININ OYUNLAŞTIRMA UYGULAMASINA İLİŞKİN GÖRÜŞLERİ. Milli Eğitim, vol.50, no.230, 2021, ss.535 - 556. 10.37669/milliegitim.693820
AMA Sani-Bozkurt S YENİ NESİL VE OYUNLAŞTIRMA: ÖĞRETMEN ADAYLARININ OYUNLAŞTIRMA UYGULAMASINA İLİŞKİN GÖRÜŞLERİ. Milli Eğitim. 2021; 50(230): 535 - 556. 10.37669/milliegitim.693820
Vancouver Sani-Bozkurt S YENİ NESİL VE OYUNLAŞTIRMA: ÖĞRETMEN ADAYLARININ OYUNLAŞTIRMA UYGULAMASINA İLİŞKİN GÖRÜŞLERİ. Milli Eğitim. 2021; 50(230): 535 - 556. 10.37669/milliegitim.693820
IEEE Sani-Bozkurt S "YENİ NESİL VE OYUNLAŞTIRMA: ÖĞRETMEN ADAYLARININ OYUNLAŞTIRMA UYGULAMASINA İLİŞKİN GÖRÜŞLERİ." Milli Eğitim, 50, ss.535 - 556, 2021. 10.37669/milliegitim.693820
ISNAD Sani-Bozkurt, Sunagül. "YENİ NESİL VE OYUNLAŞTIRMA: ÖĞRETMEN ADAYLARININ OYUNLAŞTIRMA UYGULAMASINA İLİŞKİN GÖRÜŞLERİ". Milli Eğitim 50/230 (2021), 535-556. https://doi.org/10.37669/milliegitim.693820