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Bibliometric Analysis on Digital Game-Based Learning in Mathematics Education

Yıl 2023, Cilt: 24 Sayı: 1, 648 - 669, 13.05.2023
https://doi.org/10.17679/inuefd.1215903

Öz

For effective learning in mathematics, it is important to use different models in teaching processes. The use of additional materials is necessary, especially in overcoming problems that may arise during the transition from concrete concepts to abstract concepts. Technological developments have also influenced the methods and techniques used in mathematics classes. In recent years, the use of digital games in educational environments has increased. These tools are particularly prominent as an important research area in bringing out the fun side of mathematics, especially for students who see mathematics as a difficult subject. It is known that digital games have many positive contributions, such as increasing learning motivation, promoting problem-solving and creative thinking, and improving teamwork. However, the negative effects of digital games on social skills have also been reported, emphasizing the importance of researching the subject. In addition, the continuous development of digital game content due to technological advancements keeps the subject current. Therefore, the aim of the study is to reveal the intellectual structure of research on digital games in mathematics education. To this end, publications related to digital games in mathematics education were analyzed using bibliometric methods from the Web of Science database. The most effective countries, co-occurrence of keywords, conceptual, social, and intellectual trends were examined in the study. The research results will provide mathematics educators with a broad perspective on articles written in the field, helping them to understand the main outlines of the subject, the trends related to the subject, and the relationships between different components.

Kaynakça

  • Abramovich, S. (2010). Topics in mathematics for elementary teachers: A technology‐enhanced experiential approach. Information Age Publishing, Inc.
  • Altun, M. (2015). Eğitim fakülteleri ve sınıf öğretmenleri için matematik öğretimi [Teaching mathematics for education faculties and primary teachers] (19th ed.). Aktüel Alfa Akademi.
  • Antequera-Barroso, J. A., Revuelta-Domínguez, F. I., & Guerra Antequera, J. (2022). Similarities in procedures used to solve mathematical problems and video games. Education Sciences, 12(3), 172. https://doi.org/10.3390/educsci12030172
  • Atabay E., Çizel B., & Ajanovic, E. (2019). Akıllı şehir araştırmalarının R programı ile bibliometrik analizi. 20. Ulusal Turizm Kongresi, Eskişehir, Türkiye, 16-19 Ekim 2019, vol.3, pp.1130-1136.
  • Bottino, R. M., Ferlino, L., Ott, M., & Tavella, M. (2007). Developing strategic and reasoning abilities with computer games at primary school level. Computers & Education, 49(4),1272-1286. https://doi.org/10.1016/j.compedu.2006.02.003
  • Castañeda, K., Sánchez, O., Herrera, R. F., & Mejía, G. (2022). Highway planning trends: a bibliometric analysis. Sustainability, 14(9), 5544. https://doi.org/10.3390/su14095544
  • Chang, K. E., Wu, L. J., Weng, S. E., & Sung, Y. T. (2012). Embedding game-based problem-solving phase into problem-posing system for mathematics learning. Computers & Education, 58(2), 775-786. https://doi.org/10.1016/j.compedu.2011.10.002
  • Chen, C. H., Shih, C. C., & Law, V. (2020). The effects of competition in digital game-based learning (DGBL): a meta-analysis. Educational Technology Research and Development, 68(4), 1855-1873. https://doi.org/10.1007/s11423-020-09794-1
  • Cicchino, M. I. (2015). Using GBL to foster critical thinking in student discourse. Interdisciplinary Journal of Problem-Based Learning, 9(2). https://doi.org/10.7771/1541-5015.1481
  • Coller, B. D., & Scott, M. J. (2009). Effectiveness of using a video game to teach a course in mechanical engineering. Computers & Education, 53(3), 900-912. https://doi.org/10.1016/j.compedu.2009.05.012
  • Daly, I., Bourgaize, J., & Vernitski, A. (2019). Mathematical mindsets increase student motivation: Evidence from the EEG. Trends in Neuroscience and Education, 15, 18-28.
  • Deng, L., Wu, S., Chen, Y., & Peng, Z. (2020). Digital game‐based learning in a Shanghai primary‐school mathematics class: A case study. Journal of Computer Assisted Learning, 36(5), 709-717. https://doi.org/10.1111/jcal.12438
  • Di Leo, I., Muis, K. R., Singh, C. A., & Psaradellis, C. (2019). Curiosity… Confusion? Frustration! The role and sequencing of emotions during mathematics problem solving. Contemporary Educational Psychology, 58, 121-137. https://doi.org/10.1016/j.cedpsych.2019.03.001
  • Donthu, N., Kumar, S., Mukherjee, D., Pandey, N., & Lim, W. M. (2021). How to conduct a bibliometric analysis: An overview and guidelines. Journal of Business Research, 133, 285-296. https://doi.org/10.1016/j.jbusres.2021.04.070
  • Ebner, M., & Holzinger, A. (2007). Successful implementation of user-centered game based learning in higher education: An example from civil engineering. Computers & Education, 49(3), 873-890. https://doi.org/10.1016/j.compedu.2005.11.026
  • Ellis, R. A. (2016). Qualitatively different university student experiences of inquiry: Associations among approaches to inquiry, technologies and perceptions of the learning environment. Active Learning in Higher Education, 17(1), 13-23. https://doi.org/10.1177/1469787415616721
  • Fadda, D., Pellegrini, M., Vivanet, G., & Zandonella Callegher, C. (2022). Effects of digital games on student motivation in mathematics: A meta‐analysis in K‐12. Journal of Computer Assisted Learning, 38(1), 304-325. https://doi.org/10.1111/jcal.12618
  • Hegedus, S. J., & Penuel, W. R. (2008). Studying new forms of participation and identity in mathematics classrooms with integrated communication and representational infrastructures. Educational Studies in Mathematics, 68(2), 171-183. https://doi.org/10.1007/s10649-008-9120-x
  • Hostetter, O. (2002). Video games-the necessity of incorporating video games as part of constructivist learning. Retrieved from http://www.savie.ca/SAGE/Articles/1225-HOSTETTER-2002.pdf
  • Hussein, M. H., Ow, S. H., Elaish, M. M., & Jensen, E. O. (2022). Digital game-based learning in K-12 mathematics education: a systematic literature review. Education and Information Technologies, 27, 2859–2891. https://doi.org/10.1007/s10639-021-10721-x
  • Işıkoğlu Erdoğan, N. (2019). Is digital play popular? Examining parents' play preferences for their children. Pamukkale University Journal of Education, 46, 1-17. https://doi.org/10.9779/pauefd.446654
  • Işıkoğlu, Erdoğan N., Bayraktaroğlu, E., & Ayekin Dülger, D. N. (2021). Children’s play preferences and behaviors in digital or non-digital play. Pamukkale University Journal of Education, 53, 150-174. http://dx.doi.org/10.9779/pauefd.758529
  • Kärki, T., McMullen, J., & Lehtinen, E. (2022). Improving rational number knowledge using the NanoRoboMath digital game. Educational Studies in Mathematics, 110(1), 101-123. https://doi.org/10.1007/s10649-021-10120-6
  • Kirriemuir, J., & Mcfarlane, A. (2004). Literature review in games and learning (Vol. 8) Bristol, UK: Futurelab. https://telearn.archives-ouvertes.fr/hal-00190453/document
  • Kocaman Karoğlu, A., Bal Çetinkaya, K., & Çimşir, E. (2020). Digital transformation of education in Turkey in society 5.0. Journal of University Research, 3(3), 147-158. https://dergipark.org.tr/en/pub/uad/issue/57871/815428
  • Korkmaz, Ö., & Korkmaz, Ö. (2019). Middle school students’ game addictive levels, game habits and preferences. İnönü University Journal of the Faculty of Education, 20(3), 798-812. https://doi.org/10.17679/inuefd.505200
  • Ku, O., Chen, S. Y., Wu, D. H., Lao, A. C. C., & Chan, T. W. (2014). The effects of game-based learning on mathematical confidence and performance: High ability vs. low ability. Journal of Educational Technology & Society, 17(3), 65–78.
  • Muntean, C. H., El Mawas, N., Bradford, M., & Pathak, P. (2018). Investigating the impact of an immersive computer-based math game on the learning process of undergraduate students. In Proceedings of the IEEE Frontiers in Education Conference (FIE). https://doi.org/10.1109/FIE.2018.8659005
  • Nacar, S., Macit, E., & Altay, B., (2021). Examination of prospective primary mathematics teachers’ attitudes and self -efficiency beliefs towards gifted education in terms of various variables. Journal for the Mathematics Education and Teaching Practices, 2(2), 81-91. Retrieved from https://dergipark.org.tr/en/pub/jmetp/issue/66397/1051937
  • Öner, D. (2020). The using technology and digital games in early childhood: An investigation of preschool teachers' opinions. Inonu University Journal of the Graduate School of Education, 7(14), 138-154. http://dx.doi.org/10.29129/inujgse.715044
  • Panoutsopoulos, H., & Sampson, D. G. (2012). A study on exploiting commercial digital games into school context. Educational Technology & Society, 15(1), 15-27.
  • Papadakis, S., & Kalogiannakis, M. (2017). Mobile educational applications for children. What educators and parents need to know. International Journal of Mobile Learning and Organisation, 11(3), 256-277.
  • Pratama, L. D., & Setyaningrum, W. (2018). GBL in math problem solving: Is it effective? International Journal of Interactive Mobile Technologies, 12(6), 101-111. https://doi.org/10.3991/ijim.v12i6.8658
  • Rebollo, C., Remolar, I., Rossano, V., & Lanzilotti, R. (2022). Multimedia augmented reality game for learning math. Multimedia Tools and Applications, 81(11), 14851-14868. https://doi.org/10.1007/s11042-021-10821-3
  • Sani Bozkurt, S. (2017). Özel eğitimde dijital destek: yardımcı teknolojiler. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 3(2), 37-60. https://dergipark.org.tr/en/pub/auad/issue/34117/378439
  • Sardone, N. B., & Devlin-Scherer, R. (2010). Teacher candidate responses to digital games: 21st-century skills development. Journal of Research on Technology in Education, 42(4), 409-425. http://dx.doi.org/10.1080/15391523.2010.10782558
  • Savaş, S., Güler, O., Kaya, K., Çoban, G., & Güzel, M. S. (2021). Digital games in education and learning through games. International Journal of Active Learning, 6(2), 117-140. https://dergipark.org.tr/en/pub/ijal/issue/67649/1014960
  • Seng, W. Y., & Yatim, M. H. M. (2014). Computer game as learning and teaching tool for object oriented programming in higher education institution. Procedia-Social and Behavioral Sciences, 123, 215-224. https://doi.org/10.1016/j.sbspro.2014.01.1417
  • Shi, A., Wang, Y., & Ding, N. (2022). The effect of game–based immersive virtual reality learning environment on learning outcomes: designing an intrinsic integrated educational game for pre–class learning. Interactive Learning Environments, 30(4), 721-734. https://doi.org/10.1080/10494820.2019.1681467
  • Soundararajan, K., Ho, H. K., & Su, B. (2014). Sankey diagram framework for energy and exergy fows. Applied Energy, 136, 1035–1042. https://doi.org/10.1016/j.apenergy.2014.08.070
  • Stewart, A. C., Williams, J., Smith-Gratto, K., Black, S. S., & Kane, B. T. (2011). Examining the impact of pedagogy on student application of learning: Acquiring, sharing, and using knowledge for organizational decision making. Decision Sciences Journal of Innovative Education, 9(1), 3-26. https://doi.org/10.1111/j.1540-4609.2010.00288.x
  • Sun, L., Ruokamo, H., Siklander, P., Li, B., & Devlin, K. (2021). Primary school students' perceptions of scaffolding in digital game-based learning in mathematics. Learning, Culture and Social Interaction, 28, 100457. https://doi.org/10.1016/j.lcsi.2020.100457
  • Thai, K. P., Bang, H. J., & Li, L. (2022). Accelerating early math learning with research-based personalized learning games: A cluster randomized controlled trial. Journal of Research on Educational Effectiveness, 15(1), 28-51. https://doi.org/10.1080/19345747.2021.1969710
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  • Widyasari, W., Sutopo, H., & Agustian, M. (2019). QR code-based learning development: Accessing math game for children learning enhancement. International Journal of Interactive Mobile Technologies, 13(11), 111–124.
  • Yang, K. H., & Chen, H. H. (2021). What increases learning retention: employing the prediction-observation-explanation learning strategy in digital game-based learning. Interactive Learning Environments, 1-16. https://doi.org/10.1080/10494820.2021.1944219
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  • Yıldız Durak, H., & Karaoğlan Yılmaz F. G. (2019). An investigation of prospective teachers' educational digital game designs for mathematics teaching and their opinions on the design process. Ege Journal of Education, 20(1), 262-278. https://doi.org/10.12984/egeefd.439146

Matematik Eğitiminde Dijital Oyun Tabanlı Öğrenme Üzerine Bibliyometrik Analiz

Yıl 2023, Cilt: 24 Sayı: 1, 648 - 669, 13.05.2023
https://doi.org/10.17679/inuefd.1215903

Öz

Matematikte öğrenmenin etkili bir şekilde gerçekleşmesi için öğretim süreçlerinde farklı modellerin kullanılması önemli görülmektedir. Özellikle somut kavramlardan soyut kavramlara geçişte yaşanabilecek problemlerin üstesinden gelmek için ek materyallerin kullanımına ihtiyaç vardır. Teknolojik gelişmeler, matematik derslerinde kullanılan yöntem ve teknikleri de etkilemiştir. Son yıllarda dijital oyunların eğitim-öğretim ortamlarında kullanımı artmıştır. Özellikle matematiği zor bir ders olarak gören öğrenciler için, matematiğin eğlenceli yönünü ortaya çıkarmada bu tür araçlar önemli bir araştırma alanı olarak öne çıkmaktadır. Dijital oyunların öğrenme motivasyonunu artırma, problem çözme ve yaratıcı düşünmeyi teşvik etme ve takım çalışmasını geliştirme gibi birçok olumlu katkısı olduğu bilinmektedir. Ancak, dijital oyunların sosyal beceriler üzerinde olumsuz etkileri de bildirilmiştir. Bu durum, konunun araştırılmasının önemini vurgulamaktadır. Ayrıca dijital oyun içeriklerinin teknolojik gelişmelere bağlı olarak sürekli gelişmesi, konunun güncel kalmasına sebep olmaktadır. Bu nedenle çalışmanın amacı matematik eğitiminde dijital oyunlara yönelik yapılan araştırmaların entelektüel yapısını ortaya koymaktır. Bu amaç doğrultusunda, Web of Science veri tabanında taranan matematik eğitiminde dijital oyunlarla ilgili yayınlar bibliyometrik yöntemlerle analiz edilmiştir. Çalışmada en etkili ülkeler, anahtar kelimelerin birlikte oluşumu, kavramsal, sosyal ve entelektüel eğilimler incelenmiştir. Araştırma sonuçları matematik eğitimcilerine alanda yazılmış makalelere geniş bir perspektiften bakış açısı sağlayarak, konunun ana hatlarını, konuyla ilgili eğilimlerin neler olduğunu ve farklı bileşenler arasındaki ilişkileri anlamalarına yardımcı olacaktır.

Kaynakça

  • Abramovich, S. (2010). Topics in mathematics for elementary teachers: A technology‐enhanced experiential approach. Information Age Publishing, Inc.
  • Altun, M. (2015). Eğitim fakülteleri ve sınıf öğretmenleri için matematik öğretimi [Teaching mathematics for education faculties and primary teachers] (19th ed.). Aktüel Alfa Akademi.
  • Antequera-Barroso, J. A., Revuelta-Domínguez, F. I., & Guerra Antequera, J. (2022). Similarities in procedures used to solve mathematical problems and video games. Education Sciences, 12(3), 172. https://doi.org/10.3390/educsci12030172
  • Atabay E., Çizel B., & Ajanovic, E. (2019). Akıllı şehir araştırmalarının R programı ile bibliometrik analizi. 20. Ulusal Turizm Kongresi, Eskişehir, Türkiye, 16-19 Ekim 2019, vol.3, pp.1130-1136.
  • Bottino, R. M., Ferlino, L., Ott, M., & Tavella, M. (2007). Developing strategic and reasoning abilities with computer games at primary school level. Computers & Education, 49(4),1272-1286. https://doi.org/10.1016/j.compedu.2006.02.003
  • Castañeda, K., Sánchez, O., Herrera, R. F., & Mejía, G. (2022). Highway planning trends: a bibliometric analysis. Sustainability, 14(9), 5544. https://doi.org/10.3390/su14095544
  • Chang, K. E., Wu, L. J., Weng, S. E., & Sung, Y. T. (2012). Embedding game-based problem-solving phase into problem-posing system for mathematics learning. Computers & Education, 58(2), 775-786. https://doi.org/10.1016/j.compedu.2011.10.002
  • Chen, C. H., Shih, C. C., & Law, V. (2020). The effects of competition in digital game-based learning (DGBL): a meta-analysis. Educational Technology Research and Development, 68(4), 1855-1873. https://doi.org/10.1007/s11423-020-09794-1
  • Cicchino, M. I. (2015). Using GBL to foster critical thinking in student discourse. Interdisciplinary Journal of Problem-Based Learning, 9(2). https://doi.org/10.7771/1541-5015.1481
  • Coller, B. D., & Scott, M. J. (2009). Effectiveness of using a video game to teach a course in mechanical engineering. Computers & Education, 53(3), 900-912. https://doi.org/10.1016/j.compedu.2009.05.012
  • Daly, I., Bourgaize, J., & Vernitski, A. (2019). Mathematical mindsets increase student motivation: Evidence from the EEG. Trends in Neuroscience and Education, 15, 18-28.
  • Deng, L., Wu, S., Chen, Y., & Peng, Z. (2020). Digital game‐based learning in a Shanghai primary‐school mathematics class: A case study. Journal of Computer Assisted Learning, 36(5), 709-717. https://doi.org/10.1111/jcal.12438
  • Di Leo, I., Muis, K. R., Singh, C. A., & Psaradellis, C. (2019). Curiosity… Confusion? Frustration! The role and sequencing of emotions during mathematics problem solving. Contemporary Educational Psychology, 58, 121-137. https://doi.org/10.1016/j.cedpsych.2019.03.001
  • Donthu, N., Kumar, S., Mukherjee, D., Pandey, N., & Lim, W. M. (2021). How to conduct a bibliometric analysis: An overview and guidelines. Journal of Business Research, 133, 285-296. https://doi.org/10.1016/j.jbusres.2021.04.070
  • Ebner, M., & Holzinger, A. (2007). Successful implementation of user-centered game based learning in higher education: An example from civil engineering. Computers & Education, 49(3), 873-890. https://doi.org/10.1016/j.compedu.2005.11.026
  • Ellis, R. A. (2016). Qualitatively different university student experiences of inquiry: Associations among approaches to inquiry, technologies and perceptions of the learning environment. Active Learning in Higher Education, 17(1), 13-23. https://doi.org/10.1177/1469787415616721
  • Fadda, D., Pellegrini, M., Vivanet, G., & Zandonella Callegher, C. (2022). Effects of digital games on student motivation in mathematics: A meta‐analysis in K‐12. Journal of Computer Assisted Learning, 38(1), 304-325. https://doi.org/10.1111/jcal.12618
  • Hegedus, S. J., & Penuel, W. R. (2008). Studying new forms of participation and identity in mathematics classrooms with integrated communication and representational infrastructures. Educational Studies in Mathematics, 68(2), 171-183. https://doi.org/10.1007/s10649-008-9120-x
  • Hostetter, O. (2002). Video games-the necessity of incorporating video games as part of constructivist learning. Retrieved from http://www.savie.ca/SAGE/Articles/1225-HOSTETTER-2002.pdf
  • Hussein, M. H., Ow, S. H., Elaish, M. M., & Jensen, E. O. (2022). Digital game-based learning in K-12 mathematics education: a systematic literature review. Education and Information Technologies, 27, 2859–2891. https://doi.org/10.1007/s10639-021-10721-x
  • Işıkoğlu Erdoğan, N. (2019). Is digital play popular? Examining parents' play preferences for their children. Pamukkale University Journal of Education, 46, 1-17. https://doi.org/10.9779/pauefd.446654
  • Işıkoğlu, Erdoğan N., Bayraktaroğlu, E., & Ayekin Dülger, D. N. (2021). Children’s play preferences and behaviors in digital or non-digital play. Pamukkale University Journal of Education, 53, 150-174. http://dx.doi.org/10.9779/pauefd.758529
  • Kärki, T., McMullen, J., & Lehtinen, E. (2022). Improving rational number knowledge using the NanoRoboMath digital game. Educational Studies in Mathematics, 110(1), 101-123. https://doi.org/10.1007/s10649-021-10120-6
  • Kirriemuir, J., & Mcfarlane, A. (2004). Literature review in games and learning (Vol. 8) Bristol, UK: Futurelab. https://telearn.archives-ouvertes.fr/hal-00190453/document
  • Kocaman Karoğlu, A., Bal Çetinkaya, K., & Çimşir, E. (2020). Digital transformation of education in Turkey in society 5.0. Journal of University Research, 3(3), 147-158. https://dergipark.org.tr/en/pub/uad/issue/57871/815428
  • Korkmaz, Ö., & Korkmaz, Ö. (2019). Middle school students’ game addictive levels, game habits and preferences. İnönü University Journal of the Faculty of Education, 20(3), 798-812. https://doi.org/10.17679/inuefd.505200
  • Ku, O., Chen, S. Y., Wu, D. H., Lao, A. C. C., & Chan, T. W. (2014). The effects of game-based learning on mathematical confidence and performance: High ability vs. low ability. Journal of Educational Technology & Society, 17(3), 65–78.
  • Muntean, C. H., El Mawas, N., Bradford, M., & Pathak, P. (2018). Investigating the impact of an immersive computer-based math game on the learning process of undergraduate students. In Proceedings of the IEEE Frontiers in Education Conference (FIE). https://doi.org/10.1109/FIE.2018.8659005
  • Nacar, S., Macit, E., & Altay, B., (2021). Examination of prospective primary mathematics teachers’ attitudes and self -efficiency beliefs towards gifted education in terms of various variables. Journal for the Mathematics Education and Teaching Practices, 2(2), 81-91. Retrieved from https://dergipark.org.tr/en/pub/jmetp/issue/66397/1051937
  • Öner, D. (2020). The using technology and digital games in early childhood: An investigation of preschool teachers' opinions. Inonu University Journal of the Graduate School of Education, 7(14), 138-154. http://dx.doi.org/10.29129/inujgse.715044
  • Panoutsopoulos, H., & Sampson, D. G. (2012). A study on exploiting commercial digital games into school context. Educational Technology & Society, 15(1), 15-27.
  • Papadakis, S., & Kalogiannakis, M. (2017). Mobile educational applications for children. What educators and parents need to know. International Journal of Mobile Learning and Organisation, 11(3), 256-277.
  • Pratama, L. D., & Setyaningrum, W. (2018). GBL in math problem solving: Is it effective? International Journal of Interactive Mobile Technologies, 12(6), 101-111. https://doi.org/10.3991/ijim.v12i6.8658
  • Rebollo, C., Remolar, I., Rossano, V., & Lanzilotti, R. (2022). Multimedia augmented reality game for learning math. Multimedia Tools and Applications, 81(11), 14851-14868. https://doi.org/10.1007/s11042-021-10821-3
  • Sani Bozkurt, S. (2017). Özel eğitimde dijital destek: yardımcı teknolojiler. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 3(2), 37-60. https://dergipark.org.tr/en/pub/auad/issue/34117/378439
  • Sardone, N. B., & Devlin-Scherer, R. (2010). Teacher candidate responses to digital games: 21st-century skills development. Journal of Research on Technology in Education, 42(4), 409-425. http://dx.doi.org/10.1080/15391523.2010.10782558
  • Savaş, S., Güler, O., Kaya, K., Çoban, G., & Güzel, M. S. (2021). Digital games in education and learning through games. International Journal of Active Learning, 6(2), 117-140. https://dergipark.org.tr/en/pub/ijal/issue/67649/1014960
  • Seng, W. Y., & Yatim, M. H. M. (2014). Computer game as learning and teaching tool for object oriented programming in higher education institution. Procedia-Social and Behavioral Sciences, 123, 215-224. https://doi.org/10.1016/j.sbspro.2014.01.1417
  • Shi, A., Wang, Y., & Ding, N. (2022). The effect of game–based immersive virtual reality learning environment on learning outcomes: designing an intrinsic integrated educational game for pre–class learning. Interactive Learning Environments, 30(4), 721-734. https://doi.org/10.1080/10494820.2019.1681467
  • Soundararajan, K., Ho, H. K., & Su, B. (2014). Sankey diagram framework for energy and exergy fows. Applied Energy, 136, 1035–1042. https://doi.org/10.1016/j.apenergy.2014.08.070
  • Stewart, A. C., Williams, J., Smith-Gratto, K., Black, S. S., & Kane, B. T. (2011). Examining the impact of pedagogy on student application of learning: Acquiring, sharing, and using knowledge for organizational decision making. Decision Sciences Journal of Innovative Education, 9(1), 3-26. https://doi.org/10.1111/j.1540-4609.2010.00288.x
  • Sun, L., Ruokamo, H., Siklander, P., Li, B., & Devlin, K. (2021). Primary school students' perceptions of scaffolding in digital game-based learning in mathematics. Learning, Culture and Social Interaction, 28, 100457. https://doi.org/10.1016/j.lcsi.2020.100457
  • Thai, K. P., Bang, H. J., & Li, L. (2022). Accelerating early math learning with research-based personalized learning games: A cluster randomized controlled trial. Journal of Research on Educational Effectiveness, 15(1), 28-51. https://doi.org/10.1080/19345747.2021.1969710
  • Toran, M., Ulusoy, Z., Aydın, B., Deveci, T., & Akbulut, A. (2016). Çocukların dijital oyun kullanımına ilişkin annelerin görüşlerinin değerlendirilmesi. Kastamonu Eğitim Dergisi, 24(5), 2263-2278. https://dergipark.org.tr/en/pub/kefdergi/issue/27735/317834
  • Türkiye İstatistik Kurumu [TÜİK]. (2021). Çocuklarda bilişim teknolojileri kullanım araştırması. Retrieved from https://data.tuik.gov.tr/Bulten/Index?p=Cocuklarda-Bilisim-Teknolojileri-Kullanim-Arastirmasi-2021-41132 Whitton, N. (2011). Game engagement theory and adult learning. Simulation & Gaming, 42(5), 596-609. https://doi.org/10.1177/1046878110378587
  • Widyasari, W., Sutopo, H., & Agustian, M. (2019). QR code-based learning development: Accessing math game for children learning enhancement. International Journal of Interactive Mobile Technologies, 13(11), 111–124.
  • Yang, K. H., & Chen, H. H. (2021). What increases learning retention: employing the prediction-observation-explanation learning strategy in digital game-based learning. Interactive Learning Environments, 1-16. https://doi.org/10.1080/10494820.2021.1944219
  • Yıldırım, E. (2016). The importance of digital game desing programmes in education. Mesleki Bilimler Dergisi, 5(2), 12-19. https://dergipark.org.tr/en/pub/mbd/issue/34073/377093
  • Yıldız Durak, H., & Karaoğlan Yılmaz F. G. (2019). An investigation of prospective teachers' educational digital game designs for mathematics teaching and their opinions on the design process. Ege Journal of Education, 20(1), 262-278. https://doi.org/10.12984/egeefd.439146
Toplam 49 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Serdal Poçan 0000-0001-6901-0889

Yayımlanma Tarihi 13 Mayıs 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 24 Sayı: 1

Kaynak Göster

APA Poçan, S. (2023). Matematik Eğitiminde Dijital Oyun Tabanlı Öğrenme Üzerine Bibliyometrik Analiz. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 24(1), 648-669. https://doi.org/10.17679/inuefd.1215903
AMA Poçan S. Matematik Eğitiminde Dijital Oyun Tabanlı Öğrenme Üzerine Bibliyometrik Analiz. INUEFD. Mayıs 2023;24(1):648-669. doi:10.17679/inuefd.1215903
Chicago Poçan, Serdal. “Matematik Eğitiminde Dijital Oyun Tabanlı Öğrenme Üzerine Bibliyometrik Analiz”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 24, sy. 1 (Mayıs 2023): 648-69. https://doi.org/10.17679/inuefd.1215903.
EndNote Poçan S (01 Mayıs 2023) Matematik Eğitiminde Dijital Oyun Tabanlı Öğrenme Üzerine Bibliyometrik Analiz. İnönü Üniversitesi Eğitim Fakültesi Dergisi 24 1 648–669.
IEEE S. Poçan, “Matematik Eğitiminde Dijital Oyun Tabanlı Öğrenme Üzerine Bibliyometrik Analiz”, INUEFD, c. 24, sy. 1, ss. 648–669, 2023, doi: 10.17679/inuefd.1215903.
ISNAD Poçan, Serdal. “Matematik Eğitiminde Dijital Oyun Tabanlı Öğrenme Üzerine Bibliyometrik Analiz”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 24/1 (Mayıs 2023), 648-669. https://doi.org/10.17679/inuefd.1215903.
JAMA Poçan S. Matematik Eğitiminde Dijital Oyun Tabanlı Öğrenme Üzerine Bibliyometrik Analiz. INUEFD. 2023;24:648–669.
MLA Poçan, Serdal. “Matematik Eğitiminde Dijital Oyun Tabanlı Öğrenme Üzerine Bibliyometrik Analiz”. İnönü Üniversitesi Eğitim Fakültesi Dergisi, c. 24, sy. 1, 2023, ss. 648-69, doi:10.17679/inuefd.1215903.
Vancouver Poçan S. Matematik Eğitiminde Dijital Oyun Tabanlı Öğrenme Üzerine Bibliyometrik Analiz. INUEFD. 2023;24(1):648-69.

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