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İLKÖĞRETİM MATEMATİK ÖĞRETMEN ADAYLARININ KAHOOT UYGULAMASINA YÖNELİK GÖRÜŞLERİ İLE MEMNUNİYET DÜZEYLERİNİN BELİRLENMESİ

Year 2021, Volume: 21 Issue: 2, 559 - 573, 15.06.2021
https://doi.org/10.17240/aibuefd.2021.21.62826-823135

Abstract

Bu çalışmanın amacı, ilköğretim matematik öğretmen adaylarının oyunlaştırılmış çevrimiçi yanıtlama sistemlerinden biri olan Kahoot uygulamasına yönelik görüşleri ile memnuniyet düzeylerini araştırmaktır. Kesitsel tarama modelinin kullanıldığı bu çalışma, 3. sınıfta öğrenim gören 49 ilköğretim matematik öğretmen adayı ile yürütülmüştür. Altı haftalık uygulama sürecinde öğretmen adaylarına Olasılık ve İstatistik konularını içeren Kahoot etkinlikleri uygulanmıştır. Çalışmada veri toplama aracı olarak Kahoot memnuniyet anketi kullanılmıştır. Verilerin analizinde betimleyici istatistikler ve içerik analizi kullanılmıştır. Çalışma sonucunda, öğretmen adaylarının Kahoot uygulamasına yönelik memnuniyet düzeylerinin ortalamanın üstünde olduğu belirlenmiştir. Öğretmen adaylarının görüşlerine göre, Kahoot uygulaması matematik öğretiminde eğlenceli bir öğrenme ortamı sunmaktadır. Kahoot uygulamasının, öğretmen adaylarının ders öncesinde verilen görevleri tamamlayarak derse hazırlıklı gelmelerini ve yeni kavramları öğrenmelerini sağladığı görülmüştür. Buna karşın Kahoot etkinliklerindeki rekabet ortamının, bazı öğretmen adayları üzerinde stres, kaygı ve demoralizasyon gibi negatif duygular oluşturduğu sonucuna ulaşılmıştır. Öğretmen adaylarının büyük bir çoğunluğu Kahoot uygulamasının matematik öğretiminde etkili bir şekilde kullanılabileceğini belirtirken; birkaç öğretmen adayı bu uygulamanın matematik dışındaki sözel dersler için daha uygun olduğunu ifade etmiştir.

References

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  • Koştur, M. & Türkoğlu, H. (2017). Ortaokul matematik öğretmenlerinin matematik derslerinde akıllı tahta kullanımına ilişkin görüşleri. Başkent University Journal of Education, 4(1), 84-98.
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  • Licorish, S. A., Owen, H. E., Daniel, B., & George, J. L. (2018). Students’ perception of Kahoot! Its influence on teaching and learning. Research and Practice in Technology Enhanced Learning, 13(1), 1-23. https://doi.org/10.1186/s41039-018-0078-8
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DETERMINATION OF PRE-SERVICE MATHEMATICS TEACHERS’ OPINIONS OF AND SATISFACTION WITH THE KAHOOT APPLICATION

Year 2021, Volume: 21 Issue: 2, 559 - 573, 15.06.2021
https://doi.org/10.17240/aibuefd.2021.21.62826-823135

Abstract

The aim of this study is to investigate pre-service elementary mathematics teachers’ opinions of and satisfaction with the Kahoot application, which is a gamified online response system. This study, based on a cross-sectional survey model, was conducted with 49 pre-service mathematics teachers in the third year of their degree program. During the six-week implementation process, Kahoot activities for the subjects of probability and statistics were applied for the pre-service teachers. A Kahoot satisfaction questionnaire was used as a data collection tool. Descriptive statistics and content analysis were used in the analysis of the data. As a result, it was found that the pre-service teachers’ levels of satisfaction with the Kahoot application were above average. According to these pre-service teachers, the Kahoot application offers an entertaining learning environment for mathematics teaching. It was observed that the Kahoot application enabled the pre-service teachers to come prepared for lessons and to learn new concepts by completing the tasks given before the lessons. On the other hand, it was concluded that the competitive environment in Kahoot activities caused negative feelings such as stress, anxiety, and demoralization in some pre-service teachers. While the majority of the pre-service teachers stated that the Kahoot application can be used effectively in mathematics teaching, several others stated that this application is more suitable for verbal courses than for mathematics.

References

  • Akkoç, H. & Yeşildere-İmre, S. (2015). Teknoloji pedagojik alan bilgisi temelli olasılık ve istatistik öğretimi. Pegem Yayıncılık.
  • Adıgüzel, A., & Yüksel, İ. (2012). Evaluation of teachers’ instructional technologies integration skills: A qualitative need analysis for new pedagogical approaches. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 6(1), 265-286.
  • Alawadhi, A., & Abu-Ayyash, E. A. (2021). Students’ perceptions of Kahoot: An exploratory mixed-method study in EFL undergraduate classrooms in the UAE. Education and Information Technologies. https://doi.org/10.1007/s10639-020-10425-8
  • Barnes, R. (2017). Kahoot! In the classroom: Student engagement technique. Nurse Educator, 42(6), 280.
  • Bicen, 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.
  • 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. https://doi.org/10.3991/ijet.v13i02.7467
  • Birgin, O., Uzun, K., & Akar, S. G. M. (2020). Investigation of Turkish mathematics teachers’ proficiency perceptions in using information and communication technologies in teaching. Education and Information Technologies, 25(1), 487-507. https://doi.org/10.1007/s10639-019-09977-1
  • Bristol, J. T. (2018). Students, take out your phones. Teaching and Learning in Nursing, 13(3), 145-146. https://doi.org/10.1016/j.teln.2018.02.003
  • Bullón, J. J., Encinas, A. H., Sánchez, M. J. S., & Martínez, V. G. (2018, April 17-20). Analysis of student feedback when using gamification tools in Math subjects. IEEE Global Engineering Education Conference, Santa Cruz de Tenerife, Canary Islands, Spain.
  • Chaiyo, Y., & Nokham, R. (2017, March 1-4). The effect of Kahoot, Quizizz and Google Forms on the student's perception in the classrooms response system. International Conference on Digital Arts, Media and Technology, Chiang Mai, Thailand.
  • Ciaramella, K. E. (2017). The effects of Kahoot! On vocabulary acquisition and retention of students with learning disabilities and other health impairments [Unpublished doctoral dissertation]. Rowan University.
  • Correia, M., & Santos, R. (2017, November 9-11). Game-based learning: The use of Kahoot in teacher education. International Symposium on Computers in Education, Lisbon, Portugal.
  • Çağlar, Ş. & Kocadere, S. A. (2015). Çevrimiçi öğrenme ortamlarında oyunlaştırma. Journal of Educational Sciences & Practices, 14(27), 83-102.
  • Çakıroğlu, Ü., Başıbüyük, B., Güler, M., Atabay, M., & Memiş, B. Y. (2017). Gamifying an ICT course: Influences on engagement and academic performance. Computers in Human Behavior, 69, 98-107. https://doi.org/10.1016/j.chb.2016.12.018
  • Çankaya, S. & Karamete, A. (2008). Eğitsel bilgisayar oyunlarının öğrencilerin matematik dersine ve eğitsel bilgisayar oyunlarına yönelik tutumlarına etkisi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 4(2), 115-127.
  • Çetin, H. S. (2018). Implementation of the digital assessment tool Kahoot in elementary school. International Technology and Education Journal, 2(1), 9-20.
  • Dellos, R. (2015). Kahoot! A digital game resource for learning. International Journal of Instructional Technology and Distance Learning, 12(4), 49-52.
  • Gökkaya, Z. (2014). Yetişkin eğitiminde yeni bir yaklaşım: Oyunlaştırma. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 11(1), 71-84.
  • 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
  • Gokbulut, B. (2020). The effect of Mentimeter and Kahoot applications on university students’e-learning. World Journal on Educational Technology: Current Issues, 12(2), 107-116. https://doi.org/10.18844/wjet.v12i2.4814
  • Gürsoy, G., & Göksun, D. O. (2019). The experiences of pre-service science teachers in educational content development using Web 2.0 tools. Contemporary Educational Technology, 10(4), 338-357. https://doi.org/10.30935/cet.634168
  • 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. http://dx.doi.org/10.3991/ijet.v10i1.4221
  • Hitchens, M., & Tulloch, R. (2018). A gamification design for the classroom. Interactive Technology and Smart Education, 15(1), 28-45. http://dx.doi.org/10.1108/ITSE-05-2017-0028
  • Holbrey, C. E. (2020). Kahoot! Using a game-based approach to blended learning to support effective learning environments and student engagement in traditional lecture theatres. Technology, Pedagogy and Education, 29(2), 191-202. https://doi.org/10.1080/1475939X.2020.1737568
  • Iwamoto, D. H., Hargis, J., Taitano, E. J., & Vuong, K. (2017). Analyzing the efficacy of the testing effect using Kahoot on student performance. Turkish Online Journal of Distance Education, 18(2), 80-93.
  • İncikabı, L. (2013). TPAB-Temelli “Teknolojiyle öğretim” dersi: Matematik öğretimi için bilgisayar oyunu tasarlama. T. Yanpar-Yelken, H. Sancar-Tokmak, S. Özgelen & L. İncikabı (Ed.), Fen ve matematik eğitiminde teknolojik pedagojik alan bilgisi temelli öğretim tasarımları içinde (ss. 221-237). Anı Yayıncılık.
  • Johns, K. (2015). Engaging and assessing students with technology: A review of Kahoot. Delta Kappa Gamma Bulletin, 81(4), 89-91.
  • Karataş, E. (2014). Eğitimde oyunlaştırma: Araştırma eğilimleri. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 15(2), 315-333.
  • Koştur, M. & Türkoğlu, H. (2017). Ortaokul matematik öğretmenlerinin matematik derslerinde akıllı tahta kullanımına ilişkin görüşleri. Başkent University Journal of Education, 4(1), 84-98.
  • Lee, C. C., Hao, Y., Lee, K. S., Sim, S. C., & Huang, C. C. (2019). Investigation of the effects of an online instant response system on students in a middle school of a rural area. Computers in Human Behavior, 95, 217-223. https://doi.org/10.1016/j.chb.2018.11.034
  • Licorish, S. A., Owen, H. E., Daniel, B., & George, J. L. (2018). Students’ perception of Kahoot! Its influence on teaching and learning. Research and Practice in Technology Enhanced Learning, 13(1), 1-23. https://doi.org/10.1186/s41039-018-0078-8
  • Marbán, J. M., & Mulenga, E. M. (2019). Pre-service primary teachers’ teaching styles and attitudes towards the use of technology in mathematics classrooms. International Electronic Journal of Mathematics Education, 14(2), 253-263. https://doi.org/10.29333/iejme/5649
  • Miles, M. B., & Huberman, A. M. (1994). An expanded sourcebook: Qualitative data analysis. Sage Publications.
  • Özdemir, E. (2015). Tarama yöntemi. M. Metin (Ed.), Kuramdan uygulamaya eğitim bilimlerinde bilimsel araştırma yöntemleri içinde (ss. 77 – 97). Pegem Akademi.
  • Özüdogru, M. (2020). The use of a student response system in teacher training classrooms and its effect on classroom environment. Acta Didactica Napocensia, 13(1), 29-42. https://doi.org/10.24193/adn.13.1.4
  • Panagiotis, F., Theodoros, M., Leinfellner, R., & Yasmine, R. (2016). Climbing up the leaderboard: An empirical study of applying gamification techniques to a computer programming class. Electronic Journal of e-Learning, 14(2), 94-110.
  • Pektaş, M., & Kepceoglu, I. (2019). What do prospective teachers think about educational gamification? Science Education International, 30(1), 65-74.
  • Pertegal-Felices, M. L., Jimeno-Morenilla, A., Sánchez-Romero, J. L., & Mora-Mora, H. (2020). Comparison of the effects of the Kahoot tool on teacher training and computer engineering students for sustainable education. Sustainability, 12(11), 4778. https://doi.org/10.3390/su12114778
  • Saleem, A. N., Noori, N. M., & Ozdamli, F. (2021). Gamification applications in e-learning: A literature review. Technology, Knowledge and Learning. https://doi.org/10.1007/s10758-020-09487-x
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There are 57 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Kevser Hava 0000-0003-3822-6796

Emine Özgür Şen 0000-0002-8177-0984

Publication Date June 15, 2021
Submission Date November 8, 2020
Published in Issue Year 2021 Volume: 21 Issue: 2

Cite

APA Hava, K., & Şen, E. Ö. (2021). İLKÖĞRETİM MATEMATİK ÖĞRETMEN ADAYLARININ KAHOOT UYGULAMASINA YÖNELİK GÖRÜŞLERİ İLE MEMNUNİYET DÜZEYLERİNİN BELİRLENMESİ. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 21(2), 559-573. https://doi.org/10.17240/aibuefd.2021.21.62826-823135