Research Article
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THE EFFECT OF DIGITAL GAME DESIGN ON LEARNING

Year 2019, , 1213 - 1232, 21.10.2019
https://doi.org/10.29029/busbed.562553

Abstract

The main purpose of this study is to examine the effect of digital game designs that about developmental stages of Piaget, Freud, Kohlberg, Bruner and Erikson on the learning on learning of prospective teachers. This study was case study, which is one of the qualitative research designs, was performed with15 prospective teachers at the second grade of Computer Education and Instructional Technologies (CEIT) department of faculty of education at a state university during the 2015-2016 spring term. Data of this study were collected using the developmental stages test (DST) and reflection reports. The data derived from reflection reports were analyzed through content analysis, while the data of DST was analyzed with the Wilcoxon signed rank test using SPSS program. According to the results of the analysis, a significant difference was found in the prospective teachers in favor of the post-test. Furthermore, significant codes such as learning through reflection reports by designing, designing rather than rote learning, permanent retention of knowledge and latent learning emerged. At the end this study, it was concluded that teacher candidates' efforts to create the game positively affected the learning process and it was a fun way to learn.

References

  • AKIN, F. A., & ATICI, B. (2015). Oyun tabanlı öğrenme ortamlarının öğrenci başarısına ve görüşlerine etkisi [Effects of game-based learning environments on students' achievement and views]. Turkish Journal of Educational Studies, 2(2),75-102.
  • ASLAN, E., & COŞKUN, O. (2016). Yabancılara Türkçe öğretiminde oyun yazılımları ile sözcük öğretimi [Teaching Turkish words to foreigners with game software]. Electronic Turkish Studies, 11(3),221-236.
  • BAKAR, A., TÜZÜN, H., & ÇAĞILTAY, K. (2008). Öğrencilerin eğitsel bilgisayar oyunu kullanımına ilişkin görüşleri: Sosyal bilgiler dersi örneği [Students' views related to using video games with educational features: Social sciences as a lesson example]. Hacettepe University Journal of Education, 35(35),27-37.
  • BALLANTINE, J., & LARRES, P.M. (2007). Cooperative learning: Pedagogy to ımprove students' generic skills? Education and Training, 49(2), 126-137.
  • BARAB, S., & DEDE, C. (2007). Games and immersive participatory simulations for science education: An emerging type of curricula. Journal of Science Education and Technology, 16(1), 1-3.
  • BAYIRTEPE, E. & TÜZÜN, H. (2007). The effects of game-based learning environments on students’ achievement and self-efficacy in a computer course. Hacettepe University Journal of Education, 33, 41-54.
  • BAYTAK, A., & LAND, S. M. (2010). A case study of educational game design by kids and for kids. Procedia-Social and Behavioral Sciences, 2(2), 5242-5246.
  • BÜYÜKÖZTÜRK, Ş, ÇOKLUK, Ö., & KÖKLÜ, N. (2015). Sosyal bilimler için istatistik [Statistics for social sciences]. Ankara: Pegem Akademi.
  • CAN, G., & CAGİLTAY, K. (2006). Turkish prospective teachers' perceptions regarding the use of computer games with educational features. Educational Technology & Society, 9(1), 308-321.
  • ÇATAK, G. (2011). Oynarken tasarlamak: Dijital tasarım oyunları [Designing while playing: Digital designing games]. Sigma, 3, 385-391.
  • ÇANKAYA, S., & KARAMETE, A. (2008). ). Eğitsel bilgisayar oyunlarının öğrencilerin matematik dersine ve eğitsel bilgisayar oyunlarına yönelik tutumlarına etkisi [Effects of video games with educational features on students' attitudes towards mathematics and video games with educational features]. Mersin University Journal of Faculty of Education, 4(2),115-127.
  • ÇEPNİ, S. (2007). Araştırma ve proje çalışmalarına giriş [Introduction to research and project studies] (Extended 3rd Edition). Trabzon: Celepler Matbaacılık.CESARONE, B. (1994). Video games and children. ERIC clearinghouse on elementary and early childhood education. Obtained from the following address at April 9, 2016: http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/15/2a/8c.pdf
  • DEMİREL, Ö., SEFEROĞLU, S.S., & YAĞCI, E. (2003). Öğretim teknolojileri ve materyal geliştirme [Teaching technologies and developing materials]. Ankara: Pegem A Yayınları.
  • DONDLINGER, M. J. (2007). Educational Video Game Design: A Review of the Literature.Journal of Applied Educational Technology, 4(1), 21-31.
  • DÖNMEZ USTA, N. & DURUKAN, Ü. (2015). Developing Computer Assisted Instruction Material About Fossil Fuels and Evalutaion of its Effectiviness, Oxidation Communication 38, No:1A, 455-471.
  • GARRIS, R., AHLERS, R. & DRISKELL, J. G.(2002). Motivation and learning: A research and practice model. Simulation and Gaming, (33) 4, 441-467.
  • GEE, J.P.(2003). What video games have to teach us about learning and literacy. New York: Palgrave/Macmillan.
  • KARASAR, N (2008). Bilimsel araştırma yöntemleri. [Scientific research methods]. Ankara: Nobel Yayın Dağıtım.
  • KEBRİTCHİ, M., HİRUMİ, A. & BAİ, H. (2010). The effects of modern mathematics computer games on mathematics achievement and class motivation. Computers & Education, 55, 427-443.
  • KİRRİEMUIR, J., & MCFARLANE, A.(2004). Literature review in games and learning (Futurelab Series, Report 8). Bristol, UK: Futurelab.
  • KO, S. (2002). An empirical analysis of children’s thinking and learning in computer game context. Educational Psychology, 22(2), 219-233.
  • KORKUSUZ, M. E. & KARAMETE, A. (2013). Eğitsel oyun geliştirme modelleri. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 7(2), 78-109.
  • KULA, A. & ERDEM, M. (2005). Öğretimsel bilgisayar oyunlarının temel aritmetik işlem becerilerinin gelişmesine etkisi [Effects of video games with educational features on developing basic arithmetic operation skills]. Hacettepe University Journal of Education, 29, 127-136.
  • LİM C. P., NONİS D. & HEDBERG, J. (2006). Gaming in a 3D multiuser virtual environment: Engaging students in Science lessons. British Journal of Educational Technology, 37(2), 211–231.
  • LİN, E. (2006). Cooperative learning in the science classroom. The Science Teacher, 73, 33-39.
  • MERRİAM, S., B., 1988. Case Study Research in Education, Jossey Bass Inc. Publishers, San Francisco.
  • MİLES, M. B., & HUBERMAN, A. M. (1994). Qualitative data analysis (2nd ed.). California: Sage Publications, Inc.
  • ÖCEL, N. (2002). İletişim ve çocuk [Communication and child]. Published by Istanbul University Faculty of Communication, No: 15, İstanbul.
  • PAPERT, S. (1998). Does easy do it? Children, games and learning. Game Developer, 5(6), 88.
  • PATTON, M. Q. 2002. Qualitative research and evaluation methods, 3rd Edition. Thousand Oaks, CA: Sage Publications.
  • PRENSKY, M. (2001). Digital game-based learning. New York: McGraw-Hill. p.431.
  • ROBERTSON, J. & HOWELLS, C. (2008). Computer game design: Opportunities for successful learning. Computers & Education, 50(2), 559-578.
  • RAO, S. S. (1998). Putting fun back into learning, Training, 32(8), 44–55pp.
  • SATTERTHWAİT, D. (2010). Why are 'hands-on' science activities so effective for student learning?, Teaching Science, 56, (2), 7-10.
  • SENEMOĞLU, N. (2002). Gelişim, öğrenme ve öğretim [Development, learning and teaching]. Ankara: Gazi Kitabevi
  • TAM, L. F. (2010). Develop problem solving skills in secondary mathematics classroom through digital game design. HKU Theses Online (HKUTO). https://hub.hku.hk/handle/10722/174395
  • TOPÇU, H., KÜÇÜK, S., & GÖKTAŞ, Y. (2014). Sınıf Öğretmeni Adaylarının İlköğretim Matematik Öğretiminde Eğitsel Bilgisayar Oyunlarının Kullanımına Yönelik Görüşleri. Turkish Journal of Computer and Mathematics Education Vol, 5(2), 119-136.
  • TURAN GÜNTEPE, E. & DÖNMEZ USTA, N. (2017). Eğitim Teknolojileri Okumaları, İşman, A., Odabaşı, H.F. & Akkoyunlu, B. (Ed.). Oyun Tabanlı Öğrenme, (s. 917-932), TOJET Online Books.
  • TURAN GÜNTEPE, E. & DÖNMEZ USTA, N. (2017). Okul Öncesi Öğretmen Adaylarının Perspektifinden Eğitsel Bilgisayar Oyunları, Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi,14, 1, 1095-1116.
  • TÜZÜN, H. (2007). Blending video games with learning: Issues and challenges with classroom implementations in the Turkish context. British Journal of Educational Technology, 38(3), 465-477.
  • ULUÇINAR, Ş., A. CANSARAN, A., & KARACA, A., (2004). Fen Bilimleri Laboratuar Uygulamalarının Değerlendirilmesi [Assessment of Laboratory Practices of Science]. Turkish Journal of Educational Sciences, 2(4), 465-475.
  • WHELAN, D.L. (2005). Let the games begin. School Library Journal, 51(4), 40-43.
  • WİNDSCHİTL, M. & ANDRE, T. (1998). Using computer simulations to enhance conceptual change: The roles of constructivist instruction and student epistemological beliefs, Journal of Research in Science Teaching, 35(2), 145-160.
  • YAĞIZ, E. (2007). Oyun-Tabanlı Öğrenme Ortamlarının İlköğretim Öğrencilerinin Bilgisayar Dersindeki Başarıları ve Öz-yeterlilik Algıları Üzerindeki Etkileri [Effects of Game-Based Learning Environments on Elementary School Students' Achievements in Computer Class and Self-Efficacy Perceptions]. Unpublished Master's Thesis, Hacettepe University, Graduate School of Science and Engineering, Ankara.
  • Yıldırım, A. & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in social sciences] (8th Edition). Ankara: Seçkin Yayıncılık.YİN, R. K. (2003). Case study research: Design and methods (3rd. Ed.). Beverley Hills, Ca: Sage Publications.

DİJİTAL OYUN TASARLAMANIN ÖĞRENMEYE ETKİSİ

Year 2019, , 1213 - 1232, 21.10.2019
https://doi.org/10.29029/busbed.562553

Abstract

Bu çalışmanın temel amacı öğretmen adaylarının Piaget, Freud, Kohlberg, Bruner ve Erikson’un gelişim düzeyleri/evreleri konularında dijital oyun tasarlamalarının öğrenmelerine etkisini incelemektir. Nitel araştırma desenlerinden biri olan özel durum yöntemi ile yürütülen bu çalışma, 2015-2016 eğitim-öğretim yılı bahar yarıyılında bir devlet üniversitesinin eğitim fakültesinin bilgisayar ve öğretim teknolojileri eğitimi bölümünün ikinci sınıfında öğrenim gören 15 öğretmen adayıyla gerçekleştirilmiştir. Çalışmanın verileri yansıma raporları ve gelişim evreleri testi ile toplanılmıştır. Yansıma raporlarından elde edilen veriler içerik analizi ile analiz edilirken, gelişim evreleri testinden elde edilen veriler SPSS paket programı kullanılarak Wilcoxon İşaretli Sıralar Testi ile analiz edilmiştir. Analiz sonucuna göre öğretmen adaylarında son test lehine anlamlı bir fark ortaya çıkmıştır. Yansıma raporlarından ise tasarlayarak öğrenme, kalıcılık ve gizil öğrenme gibi bazı önemli kodlar ortaya çıkmıştır. Böylece, öğretmen adaylarının tasarım sürecinde oyunu oluşturmak için verdikleri çabanın öğrenme sürecini olumlu yönde etkilediği ve öğrenmede eğlenceli bir yol olduğu sonucuna varılmıştır.

References

  • AKIN, F. A., & ATICI, B. (2015). Oyun tabanlı öğrenme ortamlarının öğrenci başarısına ve görüşlerine etkisi [Effects of game-based learning environments on students' achievement and views]. Turkish Journal of Educational Studies, 2(2),75-102.
  • ASLAN, E., & COŞKUN, O. (2016). Yabancılara Türkçe öğretiminde oyun yazılımları ile sözcük öğretimi [Teaching Turkish words to foreigners with game software]. Electronic Turkish Studies, 11(3),221-236.
  • BAKAR, A., TÜZÜN, H., & ÇAĞILTAY, K. (2008). Öğrencilerin eğitsel bilgisayar oyunu kullanımına ilişkin görüşleri: Sosyal bilgiler dersi örneği [Students' views related to using video games with educational features: Social sciences as a lesson example]. Hacettepe University Journal of Education, 35(35),27-37.
  • BALLANTINE, J., & LARRES, P.M. (2007). Cooperative learning: Pedagogy to ımprove students' generic skills? Education and Training, 49(2), 126-137.
  • BARAB, S., & DEDE, C. (2007). Games and immersive participatory simulations for science education: An emerging type of curricula. Journal of Science Education and Technology, 16(1), 1-3.
  • BAYIRTEPE, E. & TÜZÜN, H. (2007). The effects of game-based learning environments on students’ achievement and self-efficacy in a computer course. Hacettepe University Journal of Education, 33, 41-54.
  • BAYTAK, A., & LAND, S. M. (2010). A case study of educational game design by kids and for kids. Procedia-Social and Behavioral Sciences, 2(2), 5242-5246.
  • BÜYÜKÖZTÜRK, Ş, ÇOKLUK, Ö., & KÖKLÜ, N. (2015). Sosyal bilimler için istatistik [Statistics for social sciences]. Ankara: Pegem Akademi.
  • CAN, G., & CAGİLTAY, K. (2006). Turkish prospective teachers' perceptions regarding the use of computer games with educational features. Educational Technology & Society, 9(1), 308-321.
  • ÇATAK, G. (2011). Oynarken tasarlamak: Dijital tasarım oyunları [Designing while playing: Digital designing games]. Sigma, 3, 385-391.
  • ÇANKAYA, S., & KARAMETE, A. (2008). ). Eğitsel bilgisayar oyunlarının öğrencilerin matematik dersine ve eğitsel bilgisayar oyunlarına yönelik tutumlarına etkisi [Effects of video games with educational features on students' attitudes towards mathematics and video games with educational features]. Mersin University Journal of Faculty of Education, 4(2),115-127.
  • ÇEPNİ, S. (2007). Araştırma ve proje çalışmalarına giriş [Introduction to research and project studies] (Extended 3rd Edition). Trabzon: Celepler Matbaacılık.CESARONE, B. (1994). Video games and children. ERIC clearinghouse on elementary and early childhood education. Obtained from the following address at April 9, 2016: http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/15/2a/8c.pdf
  • DEMİREL, Ö., SEFEROĞLU, S.S., & YAĞCI, E. (2003). Öğretim teknolojileri ve materyal geliştirme [Teaching technologies and developing materials]. Ankara: Pegem A Yayınları.
  • DONDLINGER, M. J. (2007). Educational Video Game Design: A Review of the Literature.Journal of Applied Educational Technology, 4(1), 21-31.
  • DÖNMEZ USTA, N. & DURUKAN, Ü. (2015). Developing Computer Assisted Instruction Material About Fossil Fuels and Evalutaion of its Effectiviness, Oxidation Communication 38, No:1A, 455-471.
  • GARRIS, R., AHLERS, R. & DRISKELL, J. G.(2002). Motivation and learning: A research and practice model. Simulation and Gaming, (33) 4, 441-467.
  • GEE, J.P.(2003). What video games have to teach us about learning and literacy. New York: Palgrave/Macmillan.
  • KARASAR, N (2008). Bilimsel araştırma yöntemleri. [Scientific research methods]. Ankara: Nobel Yayın Dağıtım.
  • KEBRİTCHİ, M., HİRUMİ, A. & BAİ, H. (2010). The effects of modern mathematics computer games on mathematics achievement and class motivation. Computers & Education, 55, 427-443.
  • KİRRİEMUIR, J., & MCFARLANE, A.(2004). Literature review in games and learning (Futurelab Series, Report 8). Bristol, UK: Futurelab.
  • KO, S. (2002). An empirical analysis of children’s thinking and learning in computer game context. Educational Psychology, 22(2), 219-233.
  • KORKUSUZ, M. E. & KARAMETE, A. (2013). Eğitsel oyun geliştirme modelleri. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 7(2), 78-109.
  • KULA, A. & ERDEM, M. (2005). Öğretimsel bilgisayar oyunlarının temel aritmetik işlem becerilerinin gelişmesine etkisi [Effects of video games with educational features on developing basic arithmetic operation skills]. Hacettepe University Journal of Education, 29, 127-136.
  • LİM C. P., NONİS D. & HEDBERG, J. (2006). Gaming in a 3D multiuser virtual environment: Engaging students in Science lessons. British Journal of Educational Technology, 37(2), 211–231.
  • LİN, E. (2006). Cooperative learning in the science classroom. The Science Teacher, 73, 33-39.
  • MERRİAM, S., B., 1988. Case Study Research in Education, Jossey Bass Inc. Publishers, San Francisco.
  • MİLES, M. B., & HUBERMAN, A. M. (1994). Qualitative data analysis (2nd ed.). California: Sage Publications, Inc.
  • ÖCEL, N. (2002). İletişim ve çocuk [Communication and child]. Published by Istanbul University Faculty of Communication, No: 15, İstanbul.
  • PAPERT, S. (1998). Does easy do it? Children, games and learning. Game Developer, 5(6), 88.
  • PATTON, M. Q. 2002. Qualitative research and evaluation methods, 3rd Edition. Thousand Oaks, CA: Sage Publications.
  • PRENSKY, M. (2001). Digital game-based learning. New York: McGraw-Hill. p.431.
  • ROBERTSON, J. & HOWELLS, C. (2008). Computer game design: Opportunities for successful learning. Computers & Education, 50(2), 559-578.
  • RAO, S. S. (1998). Putting fun back into learning, Training, 32(8), 44–55pp.
  • SATTERTHWAİT, D. (2010). Why are 'hands-on' science activities so effective for student learning?, Teaching Science, 56, (2), 7-10.
  • SENEMOĞLU, N. (2002). Gelişim, öğrenme ve öğretim [Development, learning and teaching]. Ankara: Gazi Kitabevi
  • TAM, L. F. (2010). Develop problem solving skills in secondary mathematics classroom through digital game design. HKU Theses Online (HKUTO). https://hub.hku.hk/handle/10722/174395
  • TOPÇU, H., KÜÇÜK, S., & GÖKTAŞ, Y. (2014). Sınıf Öğretmeni Adaylarının İlköğretim Matematik Öğretiminde Eğitsel Bilgisayar Oyunlarının Kullanımına Yönelik Görüşleri. Turkish Journal of Computer and Mathematics Education Vol, 5(2), 119-136.
  • TURAN GÜNTEPE, E. & DÖNMEZ USTA, N. (2017). Eğitim Teknolojileri Okumaları, İşman, A., Odabaşı, H.F. & Akkoyunlu, B. (Ed.). Oyun Tabanlı Öğrenme, (s. 917-932), TOJET Online Books.
  • TURAN GÜNTEPE, E. & DÖNMEZ USTA, N. (2017). Okul Öncesi Öğretmen Adaylarının Perspektifinden Eğitsel Bilgisayar Oyunları, Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi,14, 1, 1095-1116.
  • TÜZÜN, H. (2007). Blending video games with learning: Issues and challenges with classroom implementations in the Turkish context. British Journal of Educational Technology, 38(3), 465-477.
  • ULUÇINAR, Ş., A. CANSARAN, A., & KARACA, A., (2004). Fen Bilimleri Laboratuar Uygulamalarının Değerlendirilmesi [Assessment of Laboratory Practices of Science]. Turkish Journal of Educational Sciences, 2(4), 465-475.
  • WHELAN, D.L. (2005). Let the games begin. School Library Journal, 51(4), 40-43.
  • WİNDSCHİTL, M. & ANDRE, T. (1998). Using computer simulations to enhance conceptual change: The roles of constructivist instruction and student epistemological beliefs, Journal of Research in Science Teaching, 35(2), 145-160.
  • YAĞIZ, E. (2007). Oyun-Tabanlı Öğrenme Ortamlarının İlköğretim Öğrencilerinin Bilgisayar Dersindeki Başarıları ve Öz-yeterlilik Algıları Üzerindeki Etkileri [Effects of Game-Based Learning Environments on Elementary School Students' Achievements in Computer Class and Self-Efficacy Perceptions]. Unpublished Master's Thesis, Hacettepe University, Graduate School of Science and Engineering, Ankara.
  • Yıldırım, A. & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in social sciences] (8th Edition). Ankara: Seçkin Yayıncılık.YİN, R. K. (2003). Case study research: Design and methods (3rd. Ed.). Beverley Hills, Ca: Sage Publications.
There are 45 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Necla Dönmez Usta 0000-0002-8075-7446

Ebru Turan Güntepe 0000-0002-4858-2180

Publication Date October 21, 2019
Published in Issue Year 2019

Cite

APA Dönmez Usta, N., & Turan Güntepe, E. (2019). DİJİTAL OYUN TASARLAMANIN ÖĞRENMEYE ETKİSİ. Bingöl Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9(18), 1213-1232. https://doi.org/10.29029/busbed.562553