Research Article
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An examination of opinions of teacher candidates on a course enriched through gamification

Year 2022, Volume: 5 Issue: 4 - ICETOL 2022 Special Issue, 754 - 774, 10.12.2022
https://doi.org/10.31681/jetol.1106781

Abstract

Gamification in education is the use of game-based mechanisms, game aesthetics and game thinking to ensure student motivation and engagement, superior learning, and a behavioral change. This study was conducted to investigate the nature of the students’ opinions on gamification and on activities that were carried out to create a rich instructional environment through gamification with Scratch. This study was conducted as a qualitative case study. The sample consisted of 37 students (12 females and 25 males) who took the course during the spring semester. Data were collected from the students by using observation and interview forms. Findings of a content analysis showed that gamification significantly influenced the students’ motivation, participation and achievement. It created an enjoyable educational environment, and consequently, enriched academic achievement. Gamification can be used to transform educational contexts, especially the subjects that are problematic, difficult, and boring for students and avoided by students for due responsibility.

References

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  • Alsawaier, R. S. (2018). The effect of gamification on motivation and engagement. The International Journal of Information and Learning Technology, 35(1), 56-79. https://www.emerald.com/insight/publication/issn/2056-4880
  • Antin, J. & Churchill, E. F. (2011). Badges in social media: A social psychological perspective. In Presented at the CHI 2011 Gamification Workshop Proceedings, (pp.1-4). ACM.
  • Appleton, J.J., Christenson, S.L., Kim, D. and Reschly, A.L. (2006), “Measuring cognitive and psychological engagement: validation of the student engagement instrument”, Journal of School Psychology, 44 (5), 427-445, available at: https://doi.org/10.1016/j.jsp.2006.04.002
  • Attali, Y. & Arieli-Attali, M.(2015). Gamification in assessment: Do points affect test performance?, Computers & Education, 83, 57-63, https://doi.org/10.1016/j.compedu.2014.12.012.
  • Bicen, H., & Kocakoyun, S. (2018). Perceptions of students for gamification approach: Kahoot as a case study. International Journal of Emerging Technologies in Learning, 13(2), 72-93.
  • Bozkurtlar, S., & Samur, Y. (2017). Sınıf Yönetiminde Oyunlaştırmaya Yönelik Öğrenci Görüşlerinin İncelenmesi. Ege Eğitim Teknolojileri Dergisi, 1(2), 103-124. https://dergipark.org.tr/en/pub/eetd/issue/34258/338217
  • Brennan, K., Balch, C. & Chung, M. (2014). Creative Computing: Scratch Curriculum Guide. Retrieved from http://scratched.gse.harvard.edu/guide/files/ CreativeComputing20141015.pdf
  • Carspecken, F. P. (2013). Critical ethnography in educational research: A theoretical and practical guide. Routledge.
  • Chen, C., Li, M. & Chen, T. (2020). A web-based collaborative reading annotation system with gamification mechanisms to improve reading performance, Computers & Education, 144, 103697, https://doi.org/10.1016/j.compedu.2019.103697.
  • Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). Sage.
  • de-Marcos, L., Dominguez, A., Saenz-de-Navarrete, J. & Pages, C. (2014). An empirical study comparing gamification and social networking on e-learning. Computers & Education, 75, 82-91.
  • da Rocha Seixas, L., Gomes, A. S., & de Melo Filho, I. J. (2016). Effectiveness of gamification in the engagement of students. Computers in Human Behavior, 58, 48-63.
  • Denny, P. (2013). The effect of virtual achievements on student engagement. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, 763-772, ACM.
  • Deterding, S. (2012). Gamification: Designing for motivation. Interactions, 19(4), 14-17.
  • Deterding, S. , Dixon, D., Khaled, R. & Nacke, L. (2011). From game design elements to gamefulness: defining gamification. In Proceedings of the 15th international academic mindTrek conference: envisioning future media environments, 9-15. ACM.
  • Ding, L., Kim, C., & Orey, M. (2017). Studies of student engagement in gamified online discussions. Computers & Education, 115, 126-142.
  • 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.
  • Eryılmaz, A. (2014). Development of classroom participation scales for university students. Uşak University Social Science Journal, 7(2), 203-214.
  • Fabricatore, C. & López, X. (2014). Using Gameplay Patterns to Gamify Learning Experiences. In C. Busch (Ed.), Proceedings of the 8th European Conference on Game Based Learning, 110–117, UK
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  • Hakulinen, L., Auvinen, T. & Korhonen, A. (2015). The effect of achievement badges on students’ behavior: an empirical study in a university-level computer science course. International Journal of Emerging Technologies in Learning 10(1), 18-29.
  • Hanus, M. D. & Fox, J. (2015). Assessing the effects of gamification in the classroom: a longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152-161.
  • Ibanez, M. B., Di-Serio, A. & Delgado-Kloos, C. (2014). Gamification for engaging computer science students in learning activities: A case Study. IEEE Transactions on Learning Technologies 7(3), 291-301.
  • Kapp, K. M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. Pfeiffer
  • Kapp, K. M., Blair, L. & Mesch, R. (2013). The Gamification of Learning and Instruction Fieldbook: Theory into Practice. John Wiley & Sons
  • Karamert, Ö., & Vardar, A. K. (2021). The effect of gamification on young mathematics learners’ achievements and attitudes. Journal of Educational Technology and Online Learning, 4(2), 96-114. doi.org/10.31681/jetol.904704
  • Kumar, B. & Khurana, P. (2012). Gamification in education- learn computer programming fun. International Journal of Computers and Distributed Systems 2(1), 46-53.
  • Landers, R. N., & Armstrong, M. B. (2017). Enhancing instructional outcomes with gamification: an empirical test of the Technology-Enhanced Training Effectiveness Model. Computers in Human Behavior, 71, 499-507.
  • Lee, J. J. & Hammer, J. (2011). Gamification in education: What, how, why bother? Academic Exchange Quarterly, 15(2), 1-5.
  • Linnenbrink, E. A. & Pintrich (2003). The role of self-effıcacy beliefs in student engagement and learning in the classroom. Reading &Writing Quarterly, 19(2), 119-137.
  • Malone, T. W. (1980). What makes things fun to learn? A study of intrinsically motivating computer games. Palo Alto Research Center.
  • Marique, P. X., de Poël, V., Verpoorten, D., & Hoebeke, M. (2018). Gamification of an exam simulator using badges: impacts on participation and performance. International Journal of Technologies in Higher Education, 15(2), 15-31.
  • McHugh, M. L. (2012). Interrater reliability: the kappa statistic. Biochemia medica, 22(3), 276-282.
  • Mert, Y. & Samur, Y. (2018). Students’ opinions toward game elements used in gamification application. Turkish Online Journal of Qualitative Inquiry, 9(2), 70-101. https://doi.org/10.17569/tojqi.364130
  • Meşe, C., & Dursun, Ö. Ö. (2018). Influence of gamification elements on emotion, interest and online participation. Education and Science, 43(196), 67-95.
  • NMC Horizon Report (2012). Higher education edition.URL: https://www.kisa.link/Ncbv
  • O’Donovan, S., Gain, J. & Marais, P. (2013). A case study in the gamification of a university-level games development course. In Proceedings of the South African Institute for Computer Scientists and Information Technologists Conference (pp. 242-251). ACM.
  • Ortega-Arranz, A., Bote-Lorenzo, M. L, Asensio-Pérez, J. I., Martínez-Monés, A., Gómez-Sánchez, E., Dimitriadis, Y. (2019). To reward and beyond: Analyzing the effect of reward-based strategies in a MOOC, Computers & Education, 142, 103639, https://doi.org/10.1016/j.compedu.2019.103639.
  • Öden, M. S., Bolat, Y. İ., & Göksu, İ. (2021). Kahoot! as a gamification tool in vocational education: more positive attitude, motivation and less anxiety in EFL. Journal of Computer and Education Research, 9(18), 682-701. https://doi.org/10.18009/jcer.924882
  • Park, J., Liu, D., Mun Y. Yi, M. Y. & Santhanam, R. (2019). GAMESIT: A gamified system for information technology training, Computers & Education, 142, 103643, https://doi.org/10.1016/j.compedu.2019.103643.
  • Pintrich, P. R. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology, 95(4), 667–686.https://doi.org/10.1037/0022-0663.95.4.667
  • Prensky, M. (2001). Fun, play and games: What makes games engaging. In M. Prensky (Eds.), Digital Game-Based Learning. (pp. 16-47). McGraw-Hill.
  • Polat, Y. (2014). A Case Study: Gamification And Its Effect On Motivation Of Learners Of English. (Unpublished Master Thesis), Çağ University, Mersin.
  • Richter, G., Raban, D.R., & Rafaeli, S.(2015). Studying Gamification: The Effect of Rewards and Incentives on Motivation. In T. Reiners and L.C. Wood (eds.), Gamification in Education and Business (pp. 21–46). Cham, Springer.
  • Roy, R. V & Zaman, B. (2018). Need-supporting gamification in education: An assessment of motivational effects over time, Computers & Education, 127, 283-297, https://doi.org/10.1016/j.compedu.2018.08.018.
  • Ryan, G. W. & Bernard, H. R. (2002). Data management and analysis methods. In Denzin, N. K. & Lincoln, Y. S. (Eds.), Handbook of Qualitative Research (769-802). London, SAGE
  • Saeed, S. & Zyngier, D. (2012). How motivation influences student engagement: A qualitative case study. Journal of Education and Learning, 1(2), 252-267
  • Sailer, M., Hense, J.,Mandl, H. & Klevers, M. (2013). Phsycological perspectives on motivation through gamification. Interaction Design and Architecture Journal, 19, 28-37.
  • Sanchez, D. R., Langer, M. & Kaur, R. (2020). Gamification in the classroom: Examining the impact of gamified quizzes on student learning, Computers & Education, 144, 103666, https://doi.org/10.1016/j.compedu.2019.103666.
  • Sailer, M., Homner, L. (2020). The Gamification of Learning: a Meta-analysis. Educ Psychol Rev, 32, 77–112. https://doi.org/10.1007/s10648-019-09498-w
  • Sırakaya, D. A. (2020) .Meslek Yüksekokulu Öğrencilerinin Oyunlaştırma Deneyimleri. Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 2(1), 70-83. https://dergipark.org.tr/en/download/article-file/1172928
  • Simoes, J., Redondo, D. R. & Vilas, F. A. (2013). A social gamification framework for K-6 learning platform. Computers in Human Behavior, 29, 345-353. Doi: 10.1016/j.chb.2012.06.007.
  • Sivrikaya, A. H. (2019). The Relationship between Academic Motivation and Academic Achievement of the Students. Asian Journal of Education and Training, 5(2), 309-315. DOI: 10.20448/journal.522.2019.52.309.315
  • Sümer, M. (2018). Açik ve Uzaktan Öğrenme Programlarinda Oyunlaştirma Kullanimi (Doctoral dissertation, Anadolu University (Turkey)). Available at https://www.proquest.com/docview/2627209035?pq-origsite=gscholar&fromopenview=true
  • Tay, J., Goh, Y. M., Safiena, S. & Bound, H. (2022). Designing digital game-based learning for professional upskilling: A systematic literature review, Computers & Education, 184, 104518, https://doi.org/10.1016/j.compedu.2022.104518.
  • Tsay, C. H. H., Kofinas, A., & Luo, J. (2018). Enhancing student learning experience with technology-mediated gamification: an empirical study. Computers & Education, 121, 1-17.
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Year 2022, Volume: 5 Issue: 4 - ICETOL 2022 Special Issue, 754 - 774, 10.12.2022
https://doi.org/10.31681/jetol.1106781

Abstract

References

  • Abramovich, S., Schunn, C., & Higashi, R. M. (2013). Are badges useful in education?: It depends upon the type of badge and expertise of learner. Educational Technology Research and Development, 61(2), 217-232.
  • Alsawaier, R. S. (2018). The effect of gamification on motivation and engagement. The International Journal of Information and Learning Technology, 35(1), 56-79. https://www.emerald.com/insight/publication/issn/2056-4880
  • Antin, J. & Churchill, E. F. (2011). Badges in social media: A social psychological perspective. In Presented at the CHI 2011 Gamification Workshop Proceedings, (pp.1-4). ACM.
  • Appleton, J.J., Christenson, S.L., Kim, D. and Reschly, A.L. (2006), “Measuring cognitive and psychological engagement: validation of the student engagement instrument”, Journal of School Psychology, 44 (5), 427-445, available at: https://doi.org/10.1016/j.jsp.2006.04.002
  • Attali, Y. & Arieli-Attali, M.(2015). Gamification in assessment: Do points affect test performance?, Computers & Education, 83, 57-63, https://doi.org/10.1016/j.compedu.2014.12.012.
  • Bicen, H., & Kocakoyun, S. (2018). Perceptions of students for gamification approach: Kahoot as a case study. International Journal of Emerging Technologies in Learning, 13(2), 72-93.
  • Bozkurtlar, S., & Samur, Y. (2017). Sınıf Yönetiminde Oyunlaştırmaya Yönelik Öğrenci Görüşlerinin İncelenmesi. Ege Eğitim Teknolojileri Dergisi, 1(2), 103-124. https://dergipark.org.tr/en/pub/eetd/issue/34258/338217
  • Brennan, K., Balch, C. & Chung, M. (2014). Creative Computing: Scratch Curriculum Guide. Retrieved from http://scratched.gse.harvard.edu/guide/files/ CreativeComputing20141015.pdf
  • Carspecken, F. P. (2013). Critical ethnography in educational research: A theoretical and practical guide. Routledge.
  • Chen, C., Li, M. & Chen, T. (2020). A web-based collaborative reading annotation system with gamification mechanisms to improve reading performance, Computers & Education, 144, 103697, https://doi.org/10.1016/j.compedu.2019.103697.
  • Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). Sage.
  • de-Marcos, L., Dominguez, A., Saenz-de-Navarrete, J. & Pages, C. (2014). An empirical study comparing gamification and social networking on e-learning. Computers & Education, 75, 82-91.
  • da Rocha Seixas, L., Gomes, A. S., & de Melo Filho, I. J. (2016). Effectiveness of gamification in the engagement of students. Computers in Human Behavior, 58, 48-63.
  • Denny, P. (2013). The effect of virtual achievements on student engagement. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, 763-772, ACM.
  • Deterding, S. (2012). Gamification: Designing for motivation. Interactions, 19(4), 14-17.
  • Deterding, S. , Dixon, D., Khaled, R. & Nacke, L. (2011). From game design elements to gamefulness: defining gamification. In Proceedings of the 15th international academic mindTrek conference: envisioning future media environments, 9-15. ACM.
  • Ding, L., Kim, C., & Orey, M. (2017). Studies of student engagement in gamified online discussions. Computers & Education, 115, 126-142.
  • 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.
  • Eryılmaz, A. (2014). Development of classroom participation scales for university students. Uşak University Social Science Journal, 7(2), 203-214.
  • Fabricatore, C. & López, X. (2014). Using Gameplay Patterns to Gamify Learning Experiences. In C. Busch (Ed.), Proceedings of the 8th European Conference on Game Based Learning, 110–117, UK
  • Fraenkel, J. R., Wallen, N. E.& Hyun, H. H. (2012). How to design and evaluate research in education (8 th ed.). McGraw Hill.
  • Göksün, D. O. & Gürsoy, G. (2019). Comparing success and engagement in gamified learning experiences via Kahoot and Quizizz, Computers & Education, 135, 15-29, https://doi.org/10.1016/j.compedu.2019.02.015.
  • Hakulinen, L., Auvinen, T. & Korhonen, A. (2015). The effect of achievement badges on students’ behavior: an empirical study in a university-level computer science course. International Journal of Emerging Technologies in Learning 10(1), 18-29.
  • Hanus, M. D. & Fox, J. (2015). Assessing the effects of gamification in the classroom: a longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152-161.
  • Ibanez, M. B., Di-Serio, A. & Delgado-Kloos, C. (2014). Gamification for engaging computer science students in learning activities: A case Study. IEEE Transactions on Learning Technologies 7(3), 291-301.
  • Kapp, K. M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. Pfeiffer
  • Kapp, K. M., Blair, L. & Mesch, R. (2013). The Gamification of Learning and Instruction Fieldbook: Theory into Practice. John Wiley & Sons
  • Karamert, Ö., & Vardar, A. K. (2021). The effect of gamification on young mathematics learners’ achievements and attitudes. Journal of Educational Technology and Online Learning, 4(2), 96-114. doi.org/10.31681/jetol.904704
  • Kumar, B. & Khurana, P. (2012). Gamification in education- learn computer programming fun. International Journal of Computers and Distributed Systems 2(1), 46-53.
  • Landers, R. N., & Armstrong, M. B. (2017). Enhancing instructional outcomes with gamification: an empirical test of the Technology-Enhanced Training Effectiveness Model. Computers in Human Behavior, 71, 499-507.
  • Lee, J. J. & Hammer, J. (2011). Gamification in education: What, how, why bother? Academic Exchange Quarterly, 15(2), 1-5.
  • Linnenbrink, E. A. & Pintrich (2003). The role of self-effıcacy beliefs in student engagement and learning in the classroom. Reading &Writing Quarterly, 19(2), 119-137.
  • Malone, T. W. (1980). What makes things fun to learn? A study of intrinsically motivating computer games. Palo Alto Research Center.
  • Marique, P. X., de Poël, V., Verpoorten, D., & Hoebeke, M. (2018). Gamification of an exam simulator using badges: impacts on participation and performance. International Journal of Technologies in Higher Education, 15(2), 15-31.
  • McHugh, M. L. (2012). Interrater reliability: the kappa statistic. Biochemia medica, 22(3), 276-282.
  • Mert, Y. & Samur, Y. (2018). Students’ opinions toward game elements used in gamification application. Turkish Online Journal of Qualitative Inquiry, 9(2), 70-101. https://doi.org/10.17569/tojqi.364130
  • Meşe, C., & Dursun, Ö. Ö. (2018). Influence of gamification elements on emotion, interest and online participation. Education and Science, 43(196), 67-95.
  • NMC Horizon Report (2012). Higher education edition.URL: https://www.kisa.link/Ncbv
  • O’Donovan, S., Gain, J. & Marais, P. (2013). A case study in the gamification of a university-level games development course. In Proceedings of the South African Institute for Computer Scientists and Information Technologists Conference (pp. 242-251). ACM.
  • Ortega-Arranz, A., Bote-Lorenzo, M. L, Asensio-Pérez, J. I., Martínez-Monés, A., Gómez-Sánchez, E., Dimitriadis, Y. (2019). To reward and beyond: Analyzing the effect of reward-based strategies in a MOOC, Computers & Education, 142, 103639, https://doi.org/10.1016/j.compedu.2019.103639.
  • Öden, M. S., Bolat, Y. İ., & Göksu, İ. (2021). Kahoot! as a gamification tool in vocational education: more positive attitude, motivation and less anxiety in EFL. Journal of Computer and Education Research, 9(18), 682-701. https://doi.org/10.18009/jcer.924882
  • Park, J., Liu, D., Mun Y. Yi, M. Y. & Santhanam, R. (2019). GAMESIT: A gamified system for information technology training, Computers & Education, 142, 103643, https://doi.org/10.1016/j.compedu.2019.103643.
  • Pintrich, P. R. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology, 95(4), 667–686.https://doi.org/10.1037/0022-0663.95.4.667
  • Prensky, M. (2001). Fun, play and games: What makes games engaging. In M. Prensky (Eds.), Digital Game-Based Learning. (pp. 16-47). McGraw-Hill.
  • Polat, Y. (2014). A Case Study: Gamification And Its Effect On Motivation Of Learners Of English. (Unpublished Master Thesis), Çağ University, Mersin.
  • Richter, G., Raban, D.R., & Rafaeli, S.(2015). Studying Gamification: The Effect of Rewards and Incentives on Motivation. In T. Reiners and L.C. Wood (eds.), Gamification in Education and Business (pp. 21–46). Cham, Springer.
  • Roy, R. V & Zaman, B. (2018). Need-supporting gamification in education: An assessment of motivational effects over time, Computers & Education, 127, 283-297, https://doi.org/10.1016/j.compedu.2018.08.018.
  • Ryan, G. W. & Bernard, H. R. (2002). Data management and analysis methods. In Denzin, N. K. & Lincoln, Y. S. (Eds.), Handbook of Qualitative Research (769-802). London, SAGE
  • Saeed, S. & Zyngier, D. (2012). How motivation influences student engagement: A qualitative case study. Journal of Education and Learning, 1(2), 252-267
  • Sailer, M., Hense, J.,Mandl, H. & Klevers, M. (2013). Phsycological perspectives on motivation through gamification. Interaction Design and Architecture Journal, 19, 28-37.
  • Sanchez, D. R., Langer, M. & Kaur, R. (2020). Gamification in the classroom: Examining the impact of gamified quizzes on student learning, Computers & Education, 144, 103666, https://doi.org/10.1016/j.compedu.2019.103666.
  • Sailer, M., Homner, L. (2020). The Gamification of Learning: a Meta-analysis. Educ Psychol Rev, 32, 77–112. https://doi.org/10.1007/s10648-019-09498-w
  • Sırakaya, D. A. (2020) .Meslek Yüksekokulu Öğrencilerinin Oyunlaştırma Deneyimleri. Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 2(1), 70-83. https://dergipark.org.tr/en/download/article-file/1172928
  • Simoes, J., Redondo, D. R. & Vilas, F. A. (2013). A social gamification framework for K-6 learning platform. Computers in Human Behavior, 29, 345-353. Doi: 10.1016/j.chb.2012.06.007.
  • Sivrikaya, A. H. (2019). The Relationship between Academic Motivation and Academic Achievement of the Students. Asian Journal of Education and Training, 5(2), 309-315. DOI: 10.20448/journal.522.2019.52.309.315
  • Sümer, M. (2018). Açik ve Uzaktan Öğrenme Programlarinda Oyunlaştirma Kullanimi (Doctoral dissertation, Anadolu University (Turkey)). Available at https://www.proquest.com/docview/2627209035?pq-origsite=gscholar&fromopenview=true
  • Tay, J., Goh, Y. M., Safiena, S. & Bound, H. (2022). Designing digital game-based learning for professional upskilling: A systematic literature review, Computers & Education, 184, 104518, https://doi.org/10.1016/j.compedu.2022.104518.
  • Tsay, C. H. H., Kofinas, A., & Luo, J. (2018). Enhancing student learning experience with technology-mediated gamification: an empirical study. Computers & Education, 121, 1-17.
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There are 72 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Ayça Fidan 0000-0002-2199-6148

Erhan Şengel 0000-0003-0927-2814

Early Pub Date October 18, 2022
Publication Date December 10, 2022
Published in Issue Year 2022 Volume: 5 Issue: 4 - ICETOL 2022 Special Issue

Cite

APA Fidan, A., & Şengel, E. (2022). An examination of opinions of teacher candidates on a course enriched through gamification. Journal of Educational Technology and Online Learning, 5(4), 754-774. https://doi.org/10.31681/jetol.1106781


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