Research Article
BibTex RIS Cite

Year 2026, Volume: 15 Issue: 1, 88 - 112, 01.02.2026

Osman Özdemir

https://doi.org/10.14686/buefad.1667817

Abstract

References

  • Abutalebi, J. & Clahsen, H. (2022). Digital tools for learning new languages: benefits and limitations. Bilingualism: Language and Cognition, 25(3), 359-360. https://doi.org/10.1017/s1366728922000268
  • Adnyani, K. E. K., Adnyana, I. W., Murniasih, N. N., & Suwastini, N. K. A. (2022). Implementing Kahoot! for Japanese language learning in Indonesian high school. Journal of Education Technology, 6(2), 217-225. https://doi.org/10.23887/jet.v6i2.46102
  • Aguilos, V., Gallagher, C. P., & Fuchs, K. (2022). Gamification of virtual language learning: a case study with thai undergraduate students. International Journal of Information and Education Technology, 12(10), 1098-1103. https://doi.org/10.18178/ijiet.2022.12.10.1726
  • Ahmed, A. A. A., Sayed, B. T., Wekke, I. S., Widodo, M., Rostikawati, D., Ali, M. H., Hussein H. A. A., & Azizian, M. (2022). An empirical study on the effects of using Kahoot! as a game-based learning tool on EFL learners’ vocabulary recall and retention. Education Research International, 2022, 1-10. https://doi.org/10.1155/2022/9739147
  • Al Shra’ah, A., & Hussein, M. (2021). The effect of Kahoot! on developing EFL Saudi students' vocabulary acquisition, reading comprehension, and their attitudes towards such a strategy. IUG Journal of Educational & Psychological Studies, 29(1). https://doi.org/10.33976/IUGJEPS.29.1/2021/27
  • Alfuhaid, S. R. (2023). A quantitative study in using digital games to enhance the vocabulary level of Saudi male secondary school students. English Language Teaching, 16(3), 1-16. https://doi.org/10.5539/elt.v16n3p16
  • Alharthi, S. (2020). Assessing Kahoot!'s impact on EFL students' learning outcomes. TESOL International Journal, 15(5), 31-64. Retrieved January 25, 2025, from https://files.eric.ed.gov/fulltext/EJ1329509.pdf
  • Ali, H. F. M., Mousa, M. A., & Rushdan, E. E. (2022). Effect of using Kahoot! as a digital game-based formative assessment tool in enhancing nursing students’ knowledge and learning motivation. Egyptian Journal of Health Care, 13(4), 1907-1921. https://doi.org/10.21608/ejhc.2022.338035
  • Ali, R., & AbdAlgane, M. (2022). The impact of gamification ‘Kahoot App’ in teaching English for academic purposes. World Journal of English Language, 12(7), Special Issue, 1-10. Retrieved January 29, 2025, from https://ssrn.com/abstract=4565691
  • Ansar, M., & George, G. (2022). Gamification in education and its impact on student motivation—A critical review. In M. A. Chaurasia & C.-F. Juang (Eds.), Emerging IT/ICT and AI technologies affecting society (pp. 161–170). Springer. https://doi.org/10.1007/978-981-19-2940-3_11
  • Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. Psychology of Learning and Motivation, 2, 89-195. https://doi.org/10.1016/S0079-7421(08)60422-3
  • Babushkina, L. E., Eremkina, N. I., Porchesku, G. V., Rublеva, O. S., & Nikulina, E. G. (2022). Influence of digital services of infographics on effectiveness of mnemonics when teaching foreign language vocabulary. Perspectives of Science & Education, 55(1). http:// doi.org/ 10.32744/pse.2022.1.15
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
  • Bin-Hady, W. R. A. (2023). The role of games in enhancing efl students’ vocabulary acquisition Wagdi Rashad Ali Bin-Hady. Journal of the Faculty of Education, 11(17), 48–58. https://doi.org/10.60037/edu.v1i17.1178
  • Boulaid, F., & Moubtassime, M. (2019). Investigating the role of Kahoot in the enhancement of English vocabulary among Moroccan university students: English department as a case study. International Journal of Innovation and Applied Studies, 27(3), 797-808.
  • Braun, V., & Clarke, V. (2023). Toward good practice in thematic analysis: Avoiding common problems and be (com) ing a knowing researcher. International journal of transgender health, 24(1), 1-6. https://doi.org/10.1080/26895269.2022.2129597
  • Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589–597. https://doi.org/10.1080/2159676X.2019.1628806
  • Braun, V., & Clarke, V. (2014). What can “thematic analysis” offer health and wellbeing researchers?. International journal of qualitative studies on health and well-being, 9(1), 26152. https://doi.org/10.3402/qhw.v9.26152
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
  • Burguillo, J. C. (2010). Using game theory and competition-based learning to stimulate student motivation and performance. Computers & education, 55(2), 566-575. https://doi.org/10.1016/j.compedu.2010.02.018
  • Büyüköztürk, Ş. (2021). Sosyal bilimler için veri analizi el kitabı [Handbook of data analysis for the social sciences]. Pegem Akademi.
  • Castillo-Cuesta, L., Cabrera-Solano, P., & Ochoa-Cueva, C. (2024). Using genially and Kahoot for implementing clil in efl higher education. International Journal of Learning, Teaching and Educational Research, 23(7), 250-270. https://doi.org/10.26803/ijlter.23.7.13
  • Chen, J., & Liang, M. (2022). Play hard, study hard? The influence of gamification on students’ study engagement. Frontiers in Psychology, 13, 994700. https://doi.org/10.3389/fpsyg.2022.994700
  • Chen, O., Kalyuga, S., & Sweller, J. (2017). The expertise reversal effect is a variant of the more general element interactivity effect. Educational Psychology Review, 29, 393-405. https://doi.org/10.1007/s10648-016-9359-1
  • Chiu, Y. H. (2013). Computer‐assisted second language vocabulary instruction: a meta‐analysis. British Journal of Educational Technology, 44(2). https://doi.org/10.1111/j.1467-8535.2012.01342.x
  • Ciaramella, K. E. (2017). The effects of Kahoot! on vocabulary acquisition and retention of students with learning disabilities and other health impairments (Master’s thesis, Rowan University). Rowan University Theses and Dissertations. Retrieved December 15, 2024, from https://rdw.rowan.edu/cgi/viewcontent.cgi?article=3429&context=etd
  • Coşkun, H., Uğur, Y., & Durakoğlu, A. (2017). Tekrarlama ve sunum türünün semantik bellekte Almanca sözcüklerin kodlanmasına etkisi [The effects of repetition and presentation type on the coding of German words in semantic memory]. Ana Dili Eğitimi Dergisi, 5(3), 493-502. Retrieved December 22, 2024, from https://www.anadiliegitimi.com/tr/download/article-file/329155
  • Craik, F. I., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of verbal learning and verbal behavior, 11(6), 671-684. https://doi.org/10.1016/S0022-5371(72)80001-X
  • Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.
  • Çelebi, S., & Kalay, M. (2023). İngi̇li̇zce öğreti̇mi̇ne yöneli̇k öğretmen ve okul yöneti̇ci̇leri̇ni̇n görüşleri̇ [The opinions of teachers and school administators towards English teaching]. Van Yüzüncü Yıl Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 8(16), 268-287. https://doi.org/10.54831/vanyyuiibfd.1380455
  • Çoban Sural, Ü., & Yaşar Sağlık, Z. (2024). Next-generation learning experience: the effect of technology-assisted and printed context-based vocabulary activities on vocabulary knowledge and learning motivation. Education and Information Technologies, 29(16), 20823-20853. https://doi.org/10.1007/s10639-024-12688-x
  • Damayanti, E., Nur, F., Anggereni, S., & Taufiq, A. U. (2023). The effect of cooperative learning on learning motivation: a meta-analysis. Buletin Psikologi, 31(1), 116. https://doi.org/10.22146/buletinpsikologi.59583
  • Darwis, N., & Amal, N. (2023). An analysis of students’ perception using Kahoot game in vocabulary learning process. International Journal of Research on English Teaching and Applied Linguistics, 4(1), 1-11. https://doi.org/10.30863/ijretal.v4i1.5006
  • Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media.
  • 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 (pp. 9–15). Association for Computing Machinery. https://doi.org/10.1145/2181037.2181040
  • Díaz, D. G., Pérez, M. J. S., Ramírez, E. R., & Aristega, J. E. M. (2022). Case study: gamification as a strategy for vocabulary learning in university students. Ciencia Latina Revista Científica Multidisciplinar, 6(6), 7992-8005. https://doi.org/10.37811/cl_rcm.v6i6.3970
  • Domínguez, A., Saenz-de-Navarrete, J., De-Marcos, L., Fernández-Sanz, L., Pagés, C., & Martínez-Herráiz, J. J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63, 380-392. https://doi.org/10.1016/j.compedu.2012.12.020
  • Doğru, M. (2021). Yabancılara Türkçe öğretiminde fiil çatıları. Karamanoğlu Mehmetbey Üniversitesi Edebiyat Fakültesi Dergisi, 4(Yunus Emre ve Türkçe Yılı Yabancı Dil Olarak Türkçe Öğretimi Özel Sayısı), 113–122. https://doi.org/10.7827/TurkishStudies.12458
  • Enayati, F., & Gilakjani, A. P. (2020). The Impact of Computer Assisted Language Learning (CALL) on Improving Intermediate EFL Learners' Vocabulary Learning. International Journal of Language Education, 4(1), 96-112. Retrieved January 2, 2025, from https://eric.ed.gov/?id=EJ1249911
  • Febriani, L., Dewi, M. P., Syahrul, S., & Syafitri, W. (2024). The Effect of Using Kahoot Application to Retain Students’ Vocabulary at the Second Grade of SMP N 3 X Koto. Jurnal Pendidikan Tambusai, 8(1), 1193-1198.
  • Fellag, L. R. (2010). From reading to writing. Pearson Longman.
  • Fitriani, E. S., Tasril, V., & Rizka, A. (2023). Student’s perception on the use of fun vocabulary multimedia in enhancing vocabulary mastery for elementary level. International Journal of English and Applied Linguistics (IJEAL), 3(2), 190-198. https://doi.org/10.47709/ijeal.v3i2.2437
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). McGraw-Hill Education.
  • Godwin-Jones, R. (2018). Contextualized vocabulary learning. Language Learning & Technology, 22(3), 1–19. https://doi.org/10125/44651
  • Golonka, E. M., Bowles, A. R., Frank, V. M., Richardson, D. L., & Freynik, S. (2014). Technologies for foreign language learning: A review of technology types and their effectiveness. Computer Assisted Language Learning, 27(1), 70-105. https://doi.org/10.1080/09588221.2012.700315
  • Graham, C. R., Borup, J., Short, C. R., & Archambault, L. (2019). K-12 blended teaching readiness: Model and instrument development. Journal of Research on Technology in Education, 51(3), 239–258. https://doi.org/10.1080/15391523.2019.1586601
  • Haidari, S. M., Baysal, S., & Kanadlı, S. (2020). The impact of digital technology-mediated foreign language instruction on vocabulary learning: a meta-analytic review. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 20(1), 236-251. https://doi.org/10.17240/aibuefd.2020.20.52925-552769
  • Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? A literature review of empirical studies on gamification. Proceedings of the 47th Hawaii International Conference on System Sciences (HICSS), 3025–3034. IEEE. https://doi.org/10.1109/HICSS.2014.377
  • Hossain, M. K., & Al Younus, M. A. (2024). Kahoot in the classroom: a game-changer for motivating english grammar learning in tertiary education in Bangladesh. Journal of Critical Studies in Language and Literature, 5(1), 24-31. https://doi.org/10.46809/jcsll.v5i1.251
  • Hu, W., & Luo, Y. (2024). Chinese English language learners’ vocabulary retention: Investigating the effectiveness of neuro/metacognitive and socio-cultural strategies. BMC Psychology, 12(1), 113. https://doi.org/10.1186/s40359-024-01612-0
  • Hung, H. T. (2017). Clickers in the flipped classroom: Bring your own device (BYOD) to promote student learning. Interactive Learning Environments, 25(8), 983–995. https://doi.org/10.1080/10494820.2016.1240090
  • Kahoot! (n.d.). Company. Retrieved February 7, 2025, from https://kahoot.com/company/
  • Kapp, K. M. (2012). The gamification of training game-based methods and strategies for learning and instruction. Hoboken: John Wiley & Sons.
  • Kasap, T. (2023). The effects of using Kahoot! as a digital tool on enhancing English vocabulary of secondary school students’ learning English as a foreign language (Master’s thesis, Bursa Uludağ University, Turkey). ProQuest Dissertations & Theses Global. https://www.proquest.com/docview/2901816441?fromopenview=true&pq-origsite=gscholar&sourcetype=Dissertations%20&%20Theses
  • Kaur, P. & Nadarajan, R. (2020). Language learning and teaching using kahoot!. International Journal of Modern Education, 2(5), 19-28. https://doi.org/10.35631/ijmoe.25003
  • Kayacı, M. M., & Alperen, A. (2023). WEB 2.0 Araçlarından “Kahoot” un ikinci yabancı dil Almanca dersinde kelime öğrenimine katkısı. Alman Dili ve Kültürü Araştırmaları Dergisi, 5(2), 114-121. https://doi.org/10.55143/alkad.1307516
  • Lai, C. & Wang, Q. (2025). Online informal learning of English and receptive vocabulary knowledge: purpose matters. ReCALL, 37(1), 62-78. https://doi.org/10.1017/s095834402400017x
  • Lashari, T. A., Fiayaz, R., Lashari, S. A., Khan, I., Sultana, S., & Afzal, T. (2024). Kahoot: A game‐based web tool to assess motivation, engagement fun, and learning outcomes among engineers. Computer Applications in Engineering Education, 32(2), e22684. https://doi.org/10.1002/cae.22684
  • Latham-Koenig, C., & Oxenden, C. (2013). English File Intermediate Student’s Book. Oxford University Press.
  • Lee, J. J., & Hammer, J. (2011). Gamification in education: What, how, why bother?. Academic Exchange Quarterly, 15(2), 146-151. Retrieved January 2, 2025, from https://dialnet.unirioja.es/servlet/articulo?codigo=3714308
  • Licorish, S. A., Owen, H., Daniel, B. K., & George, J. L. (2018). Students’ perception of kahoot!’s 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
  • Liu, C. C., Wang, D., Hwang, G. J., Tu, Y. F., Li, N. Y., & Wang, Y. (2024). Improving information discernment skills: through a concept mapping-based information evaluating framework in a gamified learning context. Interactive Learning Environments, 32(9), 4766-4788.
  • Llerena Medina, E. G., & Rodrí­guez Hurtado, C. P. (2017). Kahoot! A Digital Tool for Learning Vocabulary in a language classroom. Revista Publicando, 4(12(1), 441-449. Retrieved February 2, 2025, from https://revistapublicando.org/revista/index.php/crv/article/view/673
  • Lu, M. M. (2008). Effectiveness of vocabulary learning via mobile phone. Journal of Computer Assisted Learning, 24(6), 515-525. https://doi.org/10.1111/j.1365-2729.2008.00289.x
  • Mahbubah, L. & Anam, S. (2022). Students’ perceptions of the implementation of Kahoot! in English language teaching. Lingua Scientia, 29(1), 23-32. https://doi.org/10.23887/ls.v29i1.35644
  • Masoud, M. M., Aldahami, S. A., & Aljehani, W. M. (2020). The effect of using Kahoot! web-based learning on EFL secondary students’ vocabulary learning. Educational Research International, 9(1), 9-20. Retrieved January 29, 2025, from http://erint.savap.org.pk/PDF/Vol.9.1/ERInt.2020-9.1-02.pdf
  • Mawarni, A. M., Suwandi, .., & Susanto, D. A. (2021). The effectiveness of fun game kahoot as a media in the teaching of vocabulary. Journal of English Language Teaching, Linguistics, and Literature Studies, 1(2), 133-146. https://doi.org/10.30984/jeltis.v1i2.1630
  • Mehring, J. G. (2017). The effects of Quizlet on vocabulary acquisition. International Journal of Emerging Technologies in Learning, 12(2), 139-152.
  • Muna, H., Setiyana, R., & Ismail, F. (2023). A game-based assessment as a formative test in academic performance: teachers’ perspectives on Kahoot!. International Journal of Education, Language, and Religion, 5(2), 180-189. https://doi.org/10.35308/ijelr.v5i2.8661
  • Muryani, R. N. & Yunus, M. (2024). Students’ digital vocabulary learning: experiences, barriers, and adaptive strategies exploration. English Review: Journal of English Education, 12(1), 31-42. https://doi.org/10.25134/erjee.v12i1.9328
  • Mustagis, R. M. S. G., Hijayadi, R., Rufiani, R., Al Mubarok, M. T., Jamilah, J., & Pratiwi, D. (2024). Benefits of Kahoot in improving 7th grade junior highschool English vocabulary: Classroom action research in smp hamong putera ngaglik. English Education and Literature Journal (E-Jou), 4(02), 69-78. https://doi.org/10.53863/ejou.v4i02.1014
  • Nation, I.S.P. (2001). Learning vocabulary in another language. Cambridge University Press.
  • Özdemir, O. (2025). Kahoot! Game‐based digital learning platform: A comprehensive meta‐analysis. Journal of Computer Assisted Learning, 41(1), e13084. https://doi.org/10.1111/jcal.13084
  • Pekrun, R. (2018). “Control-value theory: a social-cognitive approach to achievement emotions” in Big theories revisited 2: A volume of research on sociocultural influences on motivation and learning. eds. G. A. D. Liem and D. M. McInerney (Charlotte, NC: Information Age Publishing), 162–190.
  • Pikhart, M., Klímová, B., Cierniak–Emerych, A., & Dziuba, S. (2023). A comparative analysis of perceived advantages and disadvantages of online learning. Behavioral Sciences, 13(3), 262. https://doi.org/10.3390/bs13030262
  • 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. https://doi.org/10.1177/2379298116689783
  • Poupore, G. (2016). Measuring group work dynamics and its relation with l2 learners’ task motivation and language production. Language Teaching Research, 20(6), 719-740. https://doi.org/10.1177/1362168815606162
  • Purnawan, N., Padmadewi, N. N., & Budiarta, L. G. R. (2022). The effect of online gamification quiz application on vocabulary mastery for young english learners. Jurnal Inovasi Dan Teknologi Pembelajaran, 9(1), 33-43. https://doi.org/10.17977/um031v9i12022p033
  • Puspitasari, I. & Arifin, S. (2023). Implementation of gamification on learning motivation: a meta-analysis study. International Journal of Progressive Sciences and Technologies, 40(1), 356-360. https://doi.org/10.52155/ijpsat.v40.1.5596
  • Putri, A. R. (2019). The effectiveness of using Kahoot game to improve students’ vocabulary comprehension: A quasi-experimental research of seventh grade students of SMP N 15 Semarang in the academic year of 2019/2020 (Undergraduate thesis). Universitas Negeri Semarang (UNNES), Semarang, Indonesia.
  • Putwain, D. W. (2009). Assessment and examination stress in Key Stage 4. British Educational Research Journal, 35(3), 391-411. https://doi.org/10.1080/01411920802044404
  • Rahmadani, F. G., Saman, T. N., & Bahing. (2024). Students’ perception of game-based learning using Kahoot! in learning English. Ebony Journal of English Language Teaching Linguistics and Literature, 4(1), 28-38. https://doi.org/10.37304/ebony.v4i1.12442
  • Ramzan, M., Javaid, Z. K., Kareem, A., & Mobeen, S. (2023). Amplifying classroom enjoyment and cultivating positive learning attitudes among ESL learners. Pakistan Journal of Humanities and Social Sciences, 11(2), 2236-2246. https://doi.org/10.52131/pjhss.2023.1102.0522
  • Reynolds, E. D., & Taylor, B. (2020). Kahoot!: EFL instructors' implementation experiences and impacts on students' vocabulary knowledge. Computer-Assisted Language Learning Electronic Journal, 21(2), 70–92. Retrieved December 11, 2024, from https://old.callej.org/journal/21-2/Reynolds-Taylor2020.pdf
  • Roediger, H. L., & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15(1), 20-27. https://doi.org/10.1016/j.tics.2010.09.003
  • Rojabi, A. R., Setiawan, S., Munir, A., Purwati, O., Safriyani, R., Hayuningtyas, N., … & Amumpuni, R. S. (2022). Kahoot, is it fun or unfun? gamifying vocabulary learning to boost exam scores, engagement, and motivation. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.939884
  • Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67. https://doi.org/10.1006/ceps.1999.1020
  • Saari, J., & Varjonen, V. (2021). Digital games and second language acquisition: The effect of Gimkit! and Kahoot! on upper secondary school students' vocabulary acquisition and motivation (Master’s thesis, University of Turku). University of Turku Digital Repository. Retrieved January 26, 2025, from https://www.utupub.fi/bitstream/handle/10024/152962/MA_Thesis_Saari_Varjonen.pdf?se
  • Sahak, A. A. M., Rahman, A. W. A., Ismail, M. R. F. H. R., Rohiat, M. A., Yazid, N. D. M., Aminudin, S. N., & Zakariah, S. H. (2021). Students’ acceptance towards Kahoot application in mastering culinary terminology. Jurnal Pendidikan Teknologi Dan Kejuruan, 27(1), 1-6. https://doi.org/10.21831/jptk.v27i1.38391
  • Sanosi, A. B. (2018). The effect of quizlet on vocabulary acquisition. Asian J. Educ. E-Learn., 6, 71-77. https://doi.org/10.24203/ajeel.v6i4.5446
  • Schmitt, N. (2000). Vocabulary in language teaching. Cambridge University Press.
  • Shalatska, H. M. (2021). The use of Kahoot! in the process of learning foreign language for specific purposes. Bulletin of Luhansk Taras Shevchenko National University, 7 (345), 247-254. https://doi.org/10.12958/2227-2844-2021-7(345)-247-254
  • Simonnet, E., Loiseau, M., & Lavoué, É. (2024). A systematic literature review of technology‐assisted vocabulary learning. Journal of Computer Assisted Learning, 41(1). https://doi.org/10.1111/jcal.13096
  • Situmorang, K. M. & Simanjuntak, D. C. (2023). Efl teachers’ perceptions of Kahoot as an online learning platform in promoting basic English vocabulary. Journal of Languages and Language Teaching, 11(2), 251-262. https://doi.org/10.33394/jollt.v11i2.7525
  • Slavin, R. E. (2014). Cooperative learning and academic achievement: Why does groupwork work? Anales de Psicología/Annals of Psychology, 30(3), 785–791. https://doi.org/10.6018/analesps.30.3.201201
  • Sutrisno, D., & Abidin, N. A. Z. (2023). Unleashing the power of pixels: Digital gaming as an unconventional catalyst for spontaneous language learning in an EFL environment. Teaching English as a Foreign Language Journal, 2(1), 20-35. https://doi.org/10.12928/tefl.v2i1.434
  • Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction, 4(4), 295-312. https://doi.org/10.1016/0959-4752(94)90003-5
  • Tahounehchi, S. (2021). The impact of mobile technology on vocabulary learning of l2 learners: the case of whatsapp application. The Journal of Asia TEFL, 18(1), 223-234. https://doi.org/10.18823/asiatefl.2021.18.1.13.223
  • Tan, A. W. L., & Goh, L. H. (2020). Comparing the effectiveness of direct vocabulary instruction and incidental vocabulary learning in improving the academic vocabulary of Malaysian tertiary students. Pertanika Journal of Social Sciences & Humanities, 28(S2), 263–279. Retrieved November 20, 2024, from http://www.pertanika.upm.edu.my/resources/files/Pertanika%20PAPERS/JSSH%20Vol.%2028%20(S2)%202020/16%20JSSH(S)-1266-2019.pdf
  • Tao, Y., & Zou, B. (2023). Students’ perceptions of the use of Kahoot! in English as a foreign language classroom learning context. Computer Assisted Language Learning, 36(8), 1668-1687. https://doi.org/10.1080/09588221.2021.2011323
  • Taylor, B., & Reynolds, E. (2018). Building vocabulary skills and classroom engagement with Kahoot!. In Proceedings of the 26th Korea TESOL International Conference (p. 89). Seoul, Korea: Korea TESOL. Retrieved January 28, 2025, from https://www.koreatesol.org/sites/default/files/pdf_publications/KOTESOL.2018--Extended.Summaries..pdf#page=89
  • Temizyürek, F. & Dündar, Ş. N. (2023). A review on the use of microlearning approach in teaching Turkish as a foreign language. Çukurova Araştırmaları Dergisi, 9(1), 01-15. https://doi.org/10.29228/cukar.66002
  • Tevetoğlu, K. & Korkmaz, Ö. (2024). The effects of digital educational games on secondary school students’ attitudes towards elective English class and on increasing their English listening skills and vocabulary. Participatory Educational Research, 11(3), 79-97. https://doi.org/10.17275/per.24.35.11.3
  • Truong, M. T., & Dinh, H. N. (2024). Using Kahoot! to Teach English Vocabulary: Benefits, Drawbacks, and Actual Impacts from Students’ Perspective. Computer-Assisted Language Learning Electronic Journal, 25(2), 201-223. Retrieved January 22, 2025, from https://callej.org/index.php/journal/article/view/452/378
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
  • Waang, G. P. (2023). Maximizing the potential of multimedia in indonesia: enhancing engagement, accessibility, and learning outcomes. Academic Society for Appropriate Technology, 9(3), 235-245. https://doi.org/10.37675/jat.2023.00409
  • Wang, A. I. (2015). The wear out effect of a game-based student response system. Computers & Education, 82, 217–227. https://doi.org/10.1016/j.compedu.2014.11.004
  • Wang, H., Xu, L., & Li, J. (2023). Connecting foreign language enjoyment and English proficiency levels: The mediating role of L2 motivation. Frontiers in Psychology, 14, 1054657. https://doi.org/10.3389/fpsyg.2023.1054657
  • Wang, A. I., & Tahir, R. (2020). The effect of using Kahoot! for learning–A literature review. Computers & Education, 149, 103818. https://doi.org/10.1016/j.compedu.2020.103818
  • Wangi, N. B. S., Chandra, N. E., Ali, A. Z., Aulia, L. L., Zahid, A., Triutami, M. W., Biroudloh, F. (2022). Application of gamification-based online learning on student learning outcomes during the covid-19 pandemic. International Journal of Research and Review, 9(11), 554-561. https://doi.org/10.52403/ijrr.20221172
  • Werbach, K., & Hunter, D. (2012). For the win: How gamethinking can revolutionize your business. Philadelphia, PA: Wharton Digital Press.
  • Xu, C. (2024). Enhancing English vocabulary acquisition through integrated teaching approaches. Lecture Notes in Education Psychology and Public Media, 56(1), 142-151. https://doi.org/10.54254/2753-7048/56/20241626
  • Yu, Z. (2023). Learning outcomes, motivation, and satisfaction in gamified English vocabulary learning. Sage Open, 13(2), 1-14. https://doi.org/10.1177/21582440231158332
  • Yuan, Y. (2019). Empirical study on the mobile app-aided college English vocabulary teaching. International Journal of Engineering and Technology, 11(1), 68–74. https://doi.org/10.7763/ijet.2019.v11.1125
  • Yunus, M. M., Suliman, A., Huei, L. S., Kai, T. F., & Kiew, S. (2020). The use of voca-lens to enhance the students vocabulary repertoire. International Journal of English Language and Literature Studies, 9(3), 172-184. https://doi.org/10.18488/journal.23.2020.93.172.184
  • Yürük, N. (2019). Edutainment: Using Kahoot! as a review activity in foreign language classrooms. Journal of Educational Technology and Online Learning, 2(2), 89-101. https://doi.org/10.31681/jetol.557518
  • Zainal, N. H. (2023). University students’ perspectives on gamification in vocabulary learning: a literature review. Malaysian Journal of Social Sciences and Humanities (MJSSH), 8(5), e002314. https://doi.org/10.47405/mjssh.v8i5.2314
  • Zainuddin, Z., Chu, S. K. W., Shujahat, M., & Perera, C. J. (2020). The impact of gamified e-quizzes on student learning and engagement: A study in a Malaysian higher education institution. Computers & Education, 145, 103708. https://doi.org/10.1016/j.compedu.2019.103729
  • Zeng, J., Sun, D., Looi, C., & Fan, A. C. W. (2024). Exploring the impact of gamification on students’ academic performance: a comprehensive meta‐analysis of studies from the year 2008 to 2023. British Journal of Educational Technology, 55(6), 2478-2502. https://doi.org/10.1111/bjet.13471
  • Zhang, S., & Hasim, Z. (2023). Gamification in EFL/ESL instruction: A systematic review of empirical research. Frontiers in Psychology, 13, 1030790. https://doi.org/10.3389/fpsyg.2022.1030790
  • Zichermann, G., & Cunningham, C. (2011). Gamification by design: Implementing game mechanics in web and mobile apps. Sebastopol, CA: O’Reilly Media.
  • Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70. https://doi.org/10.1207/s15430421tip4102_2
  • Zulfirah, W., Darmawan, D., & Maf'ulah, M. (2023). The effectiveness of Kahoot game in improving students' vocabulary mastery. Datokarama English Education Journal, 4(2), 85-98. https://doi.org/10.24239/dee.v4i2.75

How Digital Gamified Learning Enhances Vocabulary Learning and Retention in EFL Classrooms: An Experimental Study Using Kahoot!

Year 2026, Volume: 15 Issue: 1, 88 - 112, 01.02.2026

Osman Özdemir

https://doi.org/10.14686/buefad.1667817

Abstract

Empirical evidence on the effectiveness of game-based digital tools in foreign language vocabulary learning and long-term vocabulary retention in the university setting remains limited. This study aims to investigate the effect of Kahoot!, a game-based digital tool, on vocabulary learning and retention among English as a foreign language (EFL) learners in a university preparatory class. The study also aims to obtain student views and perspectives on the vocabulary learning experience with Kahoot!. Using a mixed-method design, this study was conducted with the participation of 43 university students, 21 in the experimental group and 22 in the control group. Data were collected through pre-tests, post-tests and delayed retention tests and analyzed using independent sample t-tests and Mann-Whitney U test. In addition, semi-structured interviews were conducted with 21 students who participated in the experimental process to obtain student views and perspectives on the vocabulary learning experience with Kahoot! and these findings were presented within the framework of comprehensive thematic analysis. The results revealed that while both groups showed improvement in vocabulary acquisition, the experimental group showed statistically significantly higher success rates at the large effect level (η² = 0.23) and significantly higher retention rates at the large effect level (η² = 0.20) compared to the control group (p < .05). According to qualitative findings, Kahoot! application increases student motivation by increasing vocabulary learning success and retention, and encourages active participation, cooperation and competition by providing an interactive and fun learning environment.

Keywords

Digital learning tools Game-based learning Gamification in education Kahoot! in language learning Vocabulary learning and retention

Ethical Statement

This study was approved by the Scientific Ethics Review Board of the School of Foreign Languages at Selcuk University on November 10, 2021, under decision number 2021/01. All participants voluntarily took part in the study, and written informed consent was obtained from each participant prior to data collection.

References

  • Abutalebi, J. & Clahsen, H. (2022). Digital tools for learning new languages: benefits and limitations. Bilingualism: Language and Cognition, 25(3), 359-360. https://doi.org/10.1017/s1366728922000268
  • Adnyani, K. E. K., Adnyana, I. W., Murniasih, N. N., & Suwastini, N. K. A. (2022). Implementing Kahoot! for Japanese language learning in Indonesian high school. Journal of Education Technology, 6(2), 217-225. https://doi.org/10.23887/jet.v6i2.46102
  • Aguilos, V., Gallagher, C. P., & Fuchs, K. (2022). Gamification of virtual language learning: a case study with thai undergraduate students. International Journal of Information and Education Technology, 12(10), 1098-1103. https://doi.org/10.18178/ijiet.2022.12.10.1726
  • Ahmed, A. A. A., Sayed, B. T., Wekke, I. S., Widodo, M., Rostikawati, D., Ali, M. H., Hussein H. A. A., & Azizian, M. (2022). An empirical study on the effects of using Kahoot! as a game-based learning tool on EFL learners’ vocabulary recall and retention. Education Research International, 2022, 1-10. https://doi.org/10.1155/2022/9739147
  • Al Shra’ah, A., & Hussein, M. (2021). The effect of Kahoot! on developing EFL Saudi students' vocabulary acquisition, reading comprehension, and their attitudes towards such a strategy. IUG Journal of Educational & Psychological Studies, 29(1). https://doi.org/10.33976/IUGJEPS.29.1/2021/27
  • Alfuhaid, S. R. (2023). A quantitative study in using digital games to enhance the vocabulary level of Saudi male secondary school students. English Language Teaching, 16(3), 1-16. https://doi.org/10.5539/elt.v16n3p16
  • Alharthi, S. (2020). Assessing Kahoot!'s impact on EFL students' learning outcomes. TESOL International Journal, 15(5), 31-64. Retrieved January 25, 2025, from https://files.eric.ed.gov/fulltext/EJ1329509.pdf
  • Ali, H. F. M., Mousa, M. A., & Rushdan, E. E. (2022). Effect of using Kahoot! as a digital game-based formative assessment tool in enhancing nursing students’ knowledge and learning motivation. Egyptian Journal of Health Care, 13(4), 1907-1921. https://doi.org/10.21608/ejhc.2022.338035
  • Ali, R., & AbdAlgane, M. (2022). The impact of gamification ‘Kahoot App’ in teaching English for academic purposes. World Journal of English Language, 12(7), Special Issue, 1-10. Retrieved January 29, 2025, from https://ssrn.com/abstract=4565691
  • Ansar, M., & George, G. (2022). Gamification in education and its impact on student motivation—A critical review. In M. A. Chaurasia & C.-F. Juang (Eds.), Emerging IT/ICT and AI technologies affecting society (pp. 161–170). Springer. https://doi.org/10.1007/978-981-19-2940-3_11
  • Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. Psychology of Learning and Motivation, 2, 89-195. https://doi.org/10.1016/S0079-7421(08)60422-3
  • Babushkina, L. E., Eremkina, N. I., Porchesku, G. V., Rublеva, O. S., & Nikulina, E. G. (2022). Influence of digital services of infographics on effectiveness of mnemonics when teaching foreign language vocabulary. Perspectives of Science & Education, 55(1). http:// doi.org/ 10.32744/pse.2022.1.15
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
  • Bin-Hady, W. R. A. (2023). The role of games in enhancing efl students’ vocabulary acquisition Wagdi Rashad Ali Bin-Hady. Journal of the Faculty of Education, 11(17), 48–58. https://doi.org/10.60037/edu.v1i17.1178
  • Boulaid, F., & Moubtassime, M. (2019). Investigating the role of Kahoot in the enhancement of English vocabulary among Moroccan university students: English department as a case study. International Journal of Innovation and Applied Studies, 27(3), 797-808.
  • Braun, V., & Clarke, V. (2023). Toward good practice in thematic analysis: Avoiding common problems and be (com) ing a knowing researcher. International journal of transgender health, 24(1), 1-6. https://doi.org/10.1080/26895269.2022.2129597
  • Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589–597. https://doi.org/10.1080/2159676X.2019.1628806
  • Braun, V., & Clarke, V. (2014). What can “thematic analysis” offer health and wellbeing researchers?. International journal of qualitative studies on health and well-being, 9(1), 26152. https://doi.org/10.3402/qhw.v9.26152
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
  • Burguillo, J. C. (2010). Using game theory and competition-based learning to stimulate student motivation and performance. Computers & education, 55(2), 566-575. https://doi.org/10.1016/j.compedu.2010.02.018
  • Büyüköztürk, Ş. (2021). Sosyal bilimler için veri analizi el kitabı [Handbook of data analysis for the social sciences]. Pegem Akademi.
  • Castillo-Cuesta, L., Cabrera-Solano, P., & Ochoa-Cueva, C. (2024). Using genially and Kahoot for implementing clil in efl higher education. International Journal of Learning, Teaching and Educational Research, 23(7), 250-270. https://doi.org/10.26803/ijlter.23.7.13
  • Chen, J., & Liang, M. (2022). Play hard, study hard? The influence of gamification on students’ study engagement. Frontiers in Psychology, 13, 994700. https://doi.org/10.3389/fpsyg.2022.994700
  • Chen, O., Kalyuga, S., & Sweller, J. (2017). The expertise reversal effect is a variant of the more general element interactivity effect. Educational Psychology Review, 29, 393-405. https://doi.org/10.1007/s10648-016-9359-1
  • Chiu, Y. H. (2013). Computer‐assisted second language vocabulary instruction: a meta‐analysis. British Journal of Educational Technology, 44(2). https://doi.org/10.1111/j.1467-8535.2012.01342.x
  • Ciaramella, K. E. (2017). The effects of Kahoot! on vocabulary acquisition and retention of students with learning disabilities and other health impairments (Master’s thesis, Rowan University). Rowan University Theses and Dissertations. Retrieved December 15, 2024, from https://rdw.rowan.edu/cgi/viewcontent.cgi?article=3429&context=etd
  • Coşkun, H., Uğur, Y., & Durakoğlu, A. (2017). Tekrarlama ve sunum türünün semantik bellekte Almanca sözcüklerin kodlanmasına etkisi [The effects of repetition and presentation type on the coding of German words in semantic memory]. Ana Dili Eğitimi Dergisi, 5(3), 493-502. Retrieved December 22, 2024, from https://www.anadiliegitimi.com/tr/download/article-file/329155
  • Craik, F. I., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of verbal learning and verbal behavior, 11(6), 671-684. https://doi.org/10.1016/S0022-5371(72)80001-X
  • Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.
  • Çelebi, S., & Kalay, M. (2023). İngi̇li̇zce öğreti̇mi̇ne yöneli̇k öğretmen ve okul yöneti̇ci̇leri̇ni̇n görüşleri̇ [The opinions of teachers and school administators towards English teaching]. Van Yüzüncü Yıl Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 8(16), 268-287. https://doi.org/10.54831/vanyyuiibfd.1380455
  • Çoban Sural, Ü., & Yaşar Sağlık, Z. (2024). Next-generation learning experience: the effect of technology-assisted and printed context-based vocabulary activities on vocabulary knowledge and learning motivation. Education and Information Technologies, 29(16), 20823-20853. https://doi.org/10.1007/s10639-024-12688-x
  • Damayanti, E., Nur, F., Anggereni, S., & Taufiq, A. U. (2023). The effect of cooperative learning on learning motivation: a meta-analysis. Buletin Psikologi, 31(1), 116. https://doi.org/10.22146/buletinpsikologi.59583
  • Darwis, N., & Amal, N. (2023). An analysis of students’ perception using Kahoot game in vocabulary learning process. International Journal of Research on English Teaching and Applied Linguistics, 4(1), 1-11. https://doi.org/10.30863/ijretal.v4i1.5006
  • Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media.
  • 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 (pp. 9–15). Association for Computing Machinery. https://doi.org/10.1145/2181037.2181040
  • Díaz, D. G., Pérez, M. J. S., Ramírez, E. R., & Aristega, J. E. M. (2022). Case study: gamification as a strategy for vocabulary learning in university students. Ciencia Latina Revista Científica Multidisciplinar, 6(6), 7992-8005. https://doi.org/10.37811/cl_rcm.v6i6.3970
  • Domínguez, A., Saenz-de-Navarrete, J., De-Marcos, L., Fernández-Sanz, L., Pagés, C., & Martínez-Herráiz, J. J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63, 380-392. https://doi.org/10.1016/j.compedu.2012.12.020
  • Doğru, M. (2021). Yabancılara Türkçe öğretiminde fiil çatıları. Karamanoğlu Mehmetbey Üniversitesi Edebiyat Fakültesi Dergisi, 4(Yunus Emre ve Türkçe Yılı Yabancı Dil Olarak Türkçe Öğretimi Özel Sayısı), 113–122. https://doi.org/10.7827/TurkishStudies.12458
  • Enayati, F., & Gilakjani, A. P. (2020). The Impact of Computer Assisted Language Learning (CALL) on Improving Intermediate EFL Learners' Vocabulary Learning. International Journal of Language Education, 4(1), 96-112. Retrieved January 2, 2025, from https://eric.ed.gov/?id=EJ1249911
  • Febriani, L., Dewi, M. P., Syahrul, S., & Syafitri, W. (2024). The Effect of Using Kahoot Application to Retain Students’ Vocabulary at the Second Grade of SMP N 3 X Koto. Jurnal Pendidikan Tambusai, 8(1), 1193-1198.
  • Fellag, L. R. (2010). From reading to writing. Pearson Longman.
  • Fitriani, E. S., Tasril, V., & Rizka, A. (2023). Student’s perception on the use of fun vocabulary multimedia in enhancing vocabulary mastery for elementary level. International Journal of English and Applied Linguistics (IJEAL), 3(2), 190-198. https://doi.org/10.47709/ijeal.v3i2.2437
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). McGraw-Hill Education.
  • Godwin-Jones, R. (2018). Contextualized vocabulary learning. Language Learning & Technology, 22(3), 1–19. https://doi.org/10125/44651
  • Golonka, E. M., Bowles, A. R., Frank, V. M., Richardson, D. L., & Freynik, S. (2014). Technologies for foreign language learning: A review of technology types and their effectiveness. Computer Assisted Language Learning, 27(1), 70-105. https://doi.org/10.1080/09588221.2012.700315
  • Graham, C. R., Borup, J., Short, C. R., & Archambault, L. (2019). K-12 blended teaching readiness: Model and instrument development. Journal of Research on Technology in Education, 51(3), 239–258. https://doi.org/10.1080/15391523.2019.1586601
  • Haidari, S. M., Baysal, S., & Kanadlı, S. (2020). The impact of digital technology-mediated foreign language instruction on vocabulary learning: a meta-analytic review. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 20(1), 236-251. https://doi.org/10.17240/aibuefd.2020.20.52925-552769
  • Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? A literature review of empirical studies on gamification. Proceedings of the 47th Hawaii International Conference on System Sciences (HICSS), 3025–3034. IEEE. https://doi.org/10.1109/HICSS.2014.377
  • Hossain, M. K., & Al Younus, M. A. (2024). Kahoot in the classroom: a game-changer for motivating english grammar learning in tertiary education in Bangladesh. Journal of Critical Studies in Language and Literature, 5(1), 24-31. https://doi.org/10.46809/jcsll.v5i1.251
  • Hu, W., & Luo, Y. (2024). Chinese English language learners’ vocabulary retention: Investigating the effectiveness of neuro/metacognitive and socio-cultural strategies. BMC Psychology, 12(1), 113. https://doi.org/10.1186/s40359-024-01612-0
  • Hung, H. T. (2017). Clickers in the flipped classroom: Bring your own device (BYOD) to promote student learning. Interactive Learning Environments, 25(8), 983–995. https://doi.org/10.1080/10494820.2016.1240090
  • Kahoot! (n.d.). Company. Retrieved February 7, 2025, from https://kahoot.com/company/
  • Kapp, K. M. (2012). The gamification of training game-based methods and strategies for learning and instruction. Hoboken: John Wiley & Sons.
  • Kasap, T. (2023). The effects of using Kahoot! as a digital tool on enhancing English vocabulary of secondary school students’ learning English as a foreign language (Master’s thesis, Bursa Uludağ University, Turkey). ProQuest Dissertations & Theses Global. https://www.proquest.com/docview/2901816441?fromopenview=true&pq-origsite=gscholar&sourcetype=Dissertations%20&%20Theses
  • Kaur, P. & Nadarajan, R. (2020). Language learning and teaching using kahoot!. International Journal of Modern Education, 2(5), 19-28. https://doi.org/10.35631/ijmoe.25003
  • Kayacı, M. M., & Alperen, A. (2023). WEB 2.0 Araçlarından “Kahoot” un ikinci yabancı dil Almanca dersinde kelime öğrenimine katkısı. Alman Dili ve Kültürü Araştırmaları Dergisi, 5(2), 114-121. https://doi.org/10.55143/alkad.1307516
  • Lai, C. & Wang, Q. (2025). Online informal learning of English and receptive vocabulary knowledge: purpose matters. ReCALL, 37(1), 62-78. https://doi.org/10.1017/s095834402400017x
  • Lashari, T. A., Fiayaz, R., Lashari, S. A., Khan, I., Sultana, S., & Afzal, T. (2024). Kahoot: A game‐based web tool to assess motivation, engagement fun, and learning outcomes among engineers. Computer Applications in Engineering Education, 32(2), e22684. https://doi.org/10.1002/cae.22684
  • Latham-Koenig, C., & Oxenden, C. (2013). English File Intermediate Student’s Book. Oxford University Press.
  • Lee, J. J., & Hammer, J. (2011). Gamification in education: What, how, why bother?. Academic Exchange Quarterly, 15(2), 146-151. Retrieved January 2, 2025, from https://dialnet.unirioja.es/servlet/articulo?codigo=3714308
  • Licorish, S. A., Owen, H., Daniel, B. K., & George, J. L. (2018). Students’ perception of kahoot!’s 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
  • Liu, C. C., Wang, D., Hwang, G. J., Tu, Y. F., Li, N. Y., & Wang, Y. (2024). Improving information discernment skills: through a concept mapping-based information evaluating framework in a gamified learning context. Interactive Learning Environments, 32(9), 4766-4788.
  • Llerena Medina, E. G., & Rodrí­guez Hurtado, C. P. (2017). Kahoot! A Digital Tool for Learning Vocabulary in a language classroom. Revista Publicando, 4(12(1), 441-449. Retrieved February 2, 2025, from https://revistapublicando.org/revista/index.php/crv/article/view/673
  • Lu, M. M. (2008). Effectiveness of vocabulary learning via mobile phone. Journal of Computer Assisted Learning, 24(6), 515-525. https://doi.org/10.1111/j.1365-2729.2008.00289.x
  • Mahbubah, L. & Anam, S. (2022). Students’ perceptions of the implementation of Kahoot! in English language teaching. Lingua Scientia, 29(1), 23-32. https://doi.org/10.23887/ls.v29i1.35644
  • Masoud, M. M., Aldahami, S. A., & Aljehani, W. M. (2020). The effect of using Kahoot! web-based learning on EFL secondary students’ vocabulary learning. Educational Research International, 9(1), 9-20. Retrieved January 29, 2025, from http://erint.savap.org.pk/PDF/Vol.9.1/ERInt.2020-9.1-02.pdf
  • Mawarni, A. M., Suwandi, .., & Susanto, D. A. (2021). The effectiveness of fun game kahoot as a media in the teaching of vocabulary. Journal of English Language Teaching, Linguistics, and Literature Studies, 1(2), 133-146. https://doi.org/10.30984/jeltis.v1i2.1630
  • Mehring, J. G. (2017). The effects of Quizlet on vocabulary acquisition. International Journal of Emerging Technologies in Learning, 12(2), 139-152.
  • Muna, H., Setiyana, R., & Ismail, F. (2023). A game-based assessment as a formative test in academic performance: teachers’ perspectives on Kahoot!. International Journal of Education, Language, and Religion, 5(2), 180-189. https://doi.org/10.35308/ijelr.v5i2.8661
  • Muryani, R. N. & Yunus, M. (2024). Students’ digital vocabulary learning: experiences, barriers, and adaptive strategies exploration. English Review: Journal of English Education, 12(1), 31-42. https://doi.org/10.25134/erjee.v12i1.9328
  • Mustagis, R. M. S. G., Hijayadi, R., Rufiani, R., Al Mubarok, M. T., Jamilah, J., & Pratiwi, D. (2024). Benefits of Kahoot in improving 7th grade junior highschool English vocabulary: Classroom action research in smp hamong putera ngaglik. English Education and Literature Journal (E-Jou), 4(02), 69-78. https://doi.org/10.53863/ejou.v4i02.1014
  • Nation, I.S.P. (2001). Learning vocabulary in another language. Cambridge University Press.
  • Özdemir, O. (2025). Kahoot! Game‐based digital learning platform: A comprehensive meta‐analysis. Journal of Computer Assisted Learning, 41(1), e13084. https://doi.org/10.1111/jcal.13084
  • Pekrun, R. (2018). “Control-value theory: a social-cognitive approach to achievement emotions” in Big theories revisited 2: A volume of research on sociocultural influences on motivation and learning. eds. G. A. D. Liem and D. M. McInerney (Charlotte, NC: Information Age Publishing), 162–190.
  • Pikhart, M., Klímová, B., Cierniak–Emerych, A., & Dziuba, S. (2023). A comparative analysis of perceived advantages and disadvantages of online learning. Behavioral Sciences, 13(3), 262. https://doi.org/10.3390/bs13030262
  • 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. https://doi.org/10.1177/2379298116689783
  • Poupore, G. (2016). Measuring group work dynamics and its relation with l2 learners’ task motivation and language production. Language Teaching Research, 20(6), 719-740. https://doi.org/10.1177/1362168815606162
  • Purnawan, N., Padmadewi, N. N., & Budiarta, L. G. R. (2022). The effect of online gamification quiz application on vocabulary mastery for young english learners. Jurnal Inovasi Dan Teknologi Pembelajaran, 9(1), 33-43. https://doi.org/10.17977/um031v9i12022p033
  • Puspitasari, I. & Arifin, S. (2023). Implementation of gamification on learning motivation: a meta-analysis study. International Journal of Progressive Sciences and Technologies, 40(1), 356-360. https://doi.org/10.52155/ijpsat.v40.1.5596
  • Putri, A. R. (2019). The effectiveness of using Kahoot game to improve students’ vocabulary comprehension: A quasi-experimental research of seventh grade students of SMP N 15 Semarang in the academic year of 2019/2020 (Undergraduate thesis). Universitas Negeri Semarang (UNNES), Semarang, Indonesia.
  • Putwain, D. W. (2009). Assessment and examination stress in Key Stage 4. British Educational Research Journal, 35(3), 391-411. https://doi.org/10.1080/01411920802044404
  • Rahmadani, F. G., Saman, T. N., & Bahing. (2024). Students’ perception of game-based learning using Kahoot! in learning English. Ebony Journal of English Language Teaching Linguistics and Literature, 4(1), 28-38. https://doi.org/10.37304/ebony.v4i1.12442
  • Ramzan, M., Javaid, Z. K., Kareem, A., & Mobeen, S. (2023). Amplifying classroom enjoyment and cultivating positive learning attitudes among ESL learners. Pakistan Journal of Humanities and Social Sciences, 11(2), 2236-2246. https://doi.org/10.52131/pjhss.2023.1102.0522
  • Reynolds, E. D., & Taylor, B. (2020). Kahoot!: EFL instructors' implementation experiences and impacts on students' vocabulary knowledge. Computer-Assisted Language Learning Electronic Journal, 21(2), 70–92. Retrieved December 11, 2024, from https://old.callej.org/journal/21-2/Reynolds-Taylor2020.pdf
  • Roediger, H. L., & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15(1), 20-27. https://doi.org/10.1016/j.tics.2010.09.003
  • Rojabi, A. R., Setiawan, S., Munir, A., Purwati, O., Safriyani, R., Hayuningtyas, N., … & Amumpuni, R. S. (2022). Kahoot, is it fun or unfun? gamifying vocabulary learning to boost exam scores, engagement, and motivation. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.939884
  • Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67. https://doi.org/10.1006/ceps.1999.1020
  • Saari, J., & Varjonen, V. (2021). Digital games and second language acquisition: The effect of Gimkit! and Kahoot! on upper secondary school students' vocabulary acquisition and motivation (Master’s thesis, University of Turku). University of Turku Digital Repository. Retrieved January 26, 2025, from https://www.utupub.fi/bitstream/handle/10024/152962/MA_Thesis_Saari_Varjonen.pdf?se
  • Sahak, A. A. M., Rahman, A. W. A., Ismail, M. R. F. H. R., Rohiat, M. A., Yazid, N. D. M., Aminudin, S. N., & Zakariah, S. H. (2021). Students’ acceptance towards Kahoot application in mastering culinary terminology. Jurnal Pendidikan Teknologi Dan Kejuruan, 27(1), 1-6. https://doi.org/10.21831/jptk.v27i1.38391
  • Sanosi, A. B. (2018). The effect of quizlet on vocabulary acquisition. Asian J. Educ. E-Learn., 6, 71-77. https://doi.org/10.24203/ajeel.v6i4.5446
  • Schmitt, N. (2000). Vocabulary in language teaching. Cambridge University Press.
  • Shalatska, H. M. (2021). The use of Kahoot! in the process of learning foreign language for specific purposes. Bulletin of Luhansk Taras Shevchenko National University, 7 (345), 247-254. https://doi.org/10.12958/2227-2844-2021-7(345)-247-254
  • Simonnet, E., Loiseau, M., & Lavoué, É. (2024). A systematic literature review of technology‐assisted vocabulary learning. Journal of Computer Assisted Learning, 41(1). https://doi.org/10.1111/jcal.13096
  • Situmorang, K. M. & Simanjuntak, D. C. (2023). Efl teachers’ perceptions of Kahoot as an online learning platform in promoting basic English vocabulary. Journal of Languages and Language Teaching, 11(2), 251-262. https://doi.org/10.33394/jollt.v11i2.7525
  • Slavin, R. E. (2014). Cooperative learning and academic achievement: Why does groupwork work? Anales de Psicología/Annals of Psychology, 30(3), 785–791. https://doi.org/10.6018/analesps.30.3.201201
  • Sutrisno, D., & Abidin, N. A. Z. (2023). Unleashing the power of pixels: Digital gaming as an unconventional catalyst for spontaneous language learning in an EFL environment. Teaching English as a Foreign Language Journal, 2(1), 20-35. https://doi.org/10.12928/tefl.v2i1.434
  • Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction, 4(4), 295-312. https://doi.org/10.1016/0959-4752(94)90003-5
  • Tahounehchi, S. (2021). The impact of mobile technology on vocabulary learning of l2 learners: the case of whatsapp application. The Journal of Asia TEFL, 18(1), 223-234. https://doi.org/10.18823/asiatefl.2021.18.1.13.223
  • Tan, A. W. L., & Goh, L. H. (2020). Comparing the effectiveness of direct vocabulary instruction and incidental vocabulary learning in improving the academic vocabulary of Malaysian tertiary students. Pertanika Journal of Social Sciences & Humanities, 28(S2), 263–279. Retrieved November 20, 2024, from http://www.pertanika.upm.edu.my/resources/files/Pertanika%20PAPERS/JSSH%20Vol.%2028%20(S2)%202020/16%20JSSH(S)-1266-2019.pdf
  • Tao, Y., & Zou, B. (2023). Students’ perceptions of the use of Kahoot! in English as a foreign language classroom learning context. Computer Assisted Language Learning, 36(8), 1668-1687. https://doi.org/10.1080/09588221.2021.2011323
  • Taylor, B., & Reynolds, E. (2018). Building vocabulary skills and classroom engagement with Kahoot!. In Proceedings of the 26th Korea TESOL International Conference (p. 89). Seoul, Korea: Korea TESOL. Retrieved January 28, 2025, from https://www.koreatesol.org/sites/default/files/pdf_publications/KOTESOL.2018--Extended.Summaries..pdf#page=89
  • Temizyürek, F. & Dündar, Ş. N. (2023). A review on the use of microlearning approach in teaching Turkish as a foreign language. Çukurova Araştırmaları Dergisi, 9(1), 01-15. https://doi.org/10.29228/cukar.66002
  • Tevetoğlu, K. & Korkmaz, Ö. (2024). The effects of digital educational games on secondary school students’ attitudes towards elective English class and on increasing their English listening skills and vocabulary. Participatory Educational Research, 11(3), 79-97. https://doi.org/10.17275/per.24.35.11.3
  • Truong, M. T., & Dinh, H. N. (2024). Using Kahoot! to Teach English Vocabulary: Benefits, Drawbacks, and Actual Impacts from Students’ Perspective. Computer-Assisted Language Learning Electronic Journal, 25(2), 201-223. Retrieved January 22, 2025, from https://callej.org/index.php/journal/article/view/452/378
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
  • Waang, G. P. (2023). Maximizing the potential of multimedia in indonesia: enhancing engagement, accessibility, and learning outcomes. Academic Society for Appropriate Technology, 9(3), 235-245. https://doi.org/10.37675/jat.2023.00409
  • Wang, A. I. (2015). The wear out effect of a game-based student response system. Computers & Education, 82, 217–227. https://doi.org/10.1016/j.compedu.2014.11.004
  • Wang, H., Xu, L., & Li, J. (2023). Connecting foreign language enjoyment and English proficiency levels: The mediating role of L2 motivation. Frontiers in Psychology, 14, 1054657. https://doi.org/10.3389/fpsyg.2023.1054657
  • Wang, A. I., & Tahir, R. (2020). The effect of using Kahoot! for learning–A literature review. Computers & Education, 149, 103818. https://doi.org/10.1016/j.compedu.2020.103818
  • Wangi, N. B. S., Chandra, N. E., Ali, A. Z., Aulia, L. L., Zahid, A., Triutami, M. W., Biroudloh, F. (2022). Application of gamification-based online learning on student learning outcomes during the covid-19 pandemic. International Journal of Research and Review, 9(11), 554-561. https://doi.org/10.52403/ijrr.20221172
  • Werbach, K., & Hunter, D. (2012). For the win: How gamethinking can revolutionize your business. Philadelphia, PA: Wharton Digital Press.
  • Xu, C. (2024). Enhancing English vocabulary acquisition through integrated teaching approaches. Lecture Notes in Education Psychology and Public Media, 56(1), 142-151. https://doi.org/10.54254/2753-7048/56/20241626
  • Yu, Z. (2023). Learning outcomes, motivation, and satisfaction in gamified English vocabulary learning. Sage Open, 13(2), 1-14. https://doi.org/10.1177/21582440231158332
  • Yuan, Y. (2019). Empirical study on the mobile app-aided college English vocabulary teaching. International Journal of Engineering and Technology, 11(1), 68–74. https://doi.org/10.7763/ijet.2019.v11.1125
  • Yunus, M. M., Suliman, A., Huei, L. S., Kai, T. F., & Kiew, S. (2020). The use of voca-lens to enhance the students vocabulary repertoire. International Journal of English Language and Literature Studies, 9(3), 172-184. https://doi.org/10.18488/journal.23.2020.93.172.184
  • Yürük, N. (2019). Edutainment: Using Kahoot! as a review activity in foreign language classrooms. Journal of Educational Technology and Online Learning, 2(2), 89-101. https://doi.org/10.31681/jetol.557518
  • Zainal, N. H. (2023). University students’ perspectives on gamification in vocabulary learning: a literature review. Malaysian Journal of Social Sciences and Humanities (MJSSH), 8(5), e002314. https://doi.org/10.47405/mjssh.v8i5.2314
  • Zainuddin, Z., Chu, S. K. W., Shujahat, M., & Perera, C. J. (2020). The impact of gamified e-quizzes on student learning and engagement: A study in a Malaysian higher education institution. Computers & Education, 145, 103708. https://doi.org/10.1016/j.compedu.2019.103729
  • Zeng, J., Sun, D., Looi, C., & Fan, A. C. W. (2024). Exploring the impact of gamification on students’ academic performance: a comprehensive meta‐analysis of studies from the year 2008 to 2023. British Journal of Educational Technology, 55(6), 2478-2502. https://doi.org/10.1111/bjet.13471
  • Zhang, S., & Hasim, Z. (2023). Gamification in EFL/ESL instruction: A systematic review of empirical research. Frontiers in Psychology, 13, 1030790. https://doi.org/10.3389/fpsyg.2022.1030790
  • Zichermann, G., & Cunningham, C. (2011). Gamification by design: Implementing game mechanics in web and mobile apps. Sebastopol, CA: O’Reilly Media.
  • Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70. https://doi.org/10.1207/s15430421tip4102_2
  • Zulfirah, W., Darmawan, D., & Maf'ulah, M. (2023). The effectiveness of Kahoot game in improving students' vocabulary mastery. Datokarama English Education Journal, 4(2), 85-98. https://doi.org/10.24239/dee.v4i2.75
There are 123 citations in total.

Details

Primary Language English
Subjects Educational Technology and Computing
Journal Section Research Article
Authors

Osman Özdemir 0000-0002-4536-4049

Submission Date March 28, 2025
Acceptance Date November 12, 2025
Publication Date February 1, 2026
Published in Issue Year 2026 Volume: 15 Issue: 1

Cite

APA Özdemir, O. (2026). How Digital Gamified Learning Enhances Vocabulary Learning and Retention in EFL Classrooms: An Experimental Study Using Kahoot! Bartın University Journal of Faculty of Education, 15(1), 88-112. https://doi.org/10.14686/buefad.1667817

Aim & Scope

Bartın University Journal of Faculty of Education (BUEFAD) (e-ISSN 1308-7177) is an online, open-access, free of charge, international and refereed journal which is published by Bartın University Faculty of Education. BUEFAD is published quarterly in January, April, July, and October. Scientific articles conducted in various areas of research in learning, teaching and education are published in the journal. In each issue of a volume, 15 articles are published. Original manuscripts which include research in qualitative, quantitative and mixed methods conducted in the educational contexts ranging from pre-school to adult education are welcomed to be submitted to BUEFAD.

Bartın University Journal of Faculty of Education started its publication history in 2012. It is published in 4 issues; in January, April, July, and October. Articles submitted to the journal are reviewed in an independent, bias-free manner and under the principles of double-blinded refereeing. All articles are required to be submitted in English text only. An abstract (250 words maximum) and title of the manuscript in Turkish language should also be submitted. Authors whose mother tongue is not Turkish may request a translation service which is free of charge, from the editors of BUEFAD in the messages tab on DergiPark system. All papers published in BUEFAD are assigned with a Digital Object Identifier (DOI) number and authors are not charged any fee in any of the progresses of reviewing and publishing.

Scope

BUEFAD provides a platform for the publishing of studies in the fields of; learning, teaching and education. The primary criteria in the process of reviewing and selecting are related to contribution in the areas of learning, teaching, and education. The specific scope of the manuscript must be accurately selected in the journal's list of scopes included in the manuscript submission page on the DergiPark system. Original manuscripts which include research in qualitative, quantitative and mixed methods conducted in the educational contexts ranging from pre-school to adult education are welcomed to be submitted.

All articles are required to be submitted in English text only. An abstract (250 words maximum) and title of the manuscript in Turkish language should also be submitted. Authors whose mother tongue is not Turkish may request a translation service which is free of charge, from the editors of BUEFAD in the messages tab on DergiPark system.

BUEFAD prioritizes manuscripts which:
  • assist in the development of new educational models, assessment tools, and interdisciplinary research designs in education,
  • effectively connects theory and practice while using rigorous scientific methods,
  • include in-depth examination of local policies, programs, and innovations with an international perspective,
  • make use of multidisciplinary and transdisciplinary studies,
  • integrate technology into learning environments,
  • develop tests of usability of educational measurement tools,
  • include technology integration to improve educational practices,
  • develop or evaluate a new educational model, whether theoretical or applied,
  • enhance the professional development of teachers or preservice teachers.
BUEFAD may not accept studies which:
  • were not conducted in the context of learning, teaching, or education
  • have significant language issues affecting its overall clarity, accuracy, and coherence in the English language,
  • are only limited to a review of literature (excluding rigorous systematic reviews), a book, or a concept.
  • are quantitative studies which include only one independent variable (effect of A on B)
  • lack a rich and rigid data collection method and data analysis (data collected from inadequate number of participants and analyses based only on demographic characteristics)
  • do not cite recent publications in the literature
  • do not clearly explain the background, significance of the study and its contribution to the literature.
In making decisions, BUEFAD values the views of the editorial board, English language editors and the preliminary review reports. A manuscript may be rejected by the editors of the journal before the reviewing process begins.


MANUSCRIPT SUBMISSION RULES

The submitted articles are subject to preliminary review with respect to publication, writing, qualification, content, research and ethical rules. The submissions are inspected for plagiarism through digital softwares. The articles which are found to be not suitable to the items stated in the scope of the journal may be returned to the author without going through referee review process.

⚠️The authors are required to follow the necessary steps in the File Submission page on DergiPark while uploading the required documents:
  • Studies which involve clinical or experimental treatments require an ethical board permission. The necessary ethical permission should be obtained, documented and submitted in the File Submission page on DergiPark.
  • Articles in Bartın University Journal of Faculty of Education are published only in English.
  • Under no circumstances there may be a person, corporation or foundation name in the submissions documents before sending a manuscript.. Affiliation and names of the author(s) are uploaded in a separate file which is presented in the File Submission page on the DergiPark system.
  • All manuscripts must be written in APA7 citation style and follow the Writing Rules included in this page.

For more information, follow the article submission form included in the page below:


--> Submit an article


ARTICLE TEMPLATE

Please use the format-free template below:

Click here to go Files page

MANUSCRIPT WRITING GUIDELINE

Click here to download the file


PUBLICATION ETHICS

Bartın University Journal of Faculty of Education makes it obligatory that the authors comply with the national and international ethical principles. In this context, it is kindly asked that the stakeholders comply with the following items:

Responsibilities of the Authors
It should be ensured that the submitted article has content originality, the quotations and citations need be to correctly prepared within the ethical principles.
For the experimental studies which require ethical board approval, conducted on animals or people in all the disciplines (including social science), the ethical board approval must be obtained and presented in the study with the related information.
The names of the authors should not be indicated in any of the process of submission.
The manuscripts should not be submitted to any other journal.
The necessary permits should be obtained when needed.
The determined principles will apply in the case of conflict of interest.
Only the names of the related authors should be included in the submissions, unrelated names should not be included.
The referees may ask for additional information or data, in such cases the authors should provide the referees with the requests.
The authors should not reach the referees with the purpose of affecting any process.


Responsibilities of the Referees
Referees should be objective and conduct the reviews with privacy.
Referees should only accept the studies related to their field.
The review should aim to be constructive and polite and should not include offensive language.
The reviews should only be towards the study and the factors such as; religion, gender, race, ethnicity, political or corporate matters should not influence the outcome of the review.
The submissions accepted for review should be processed within the specified timing and in compliance with the ethical principles.
In the case of conflict of interests, the submission should be rejected and the editor-in-chief should be notified.
The identity of the authors should be reached and the submissions of the authors whose identities are revealed should be rejected.
No information related to the rejected submissions should be shared or made public.

Responsibilities of the Editors
Appointing double blinded referees to the related studies after the submission passes the preliminary review.
The editors should be objective towards all the submissions.
The editors should be responsible in the case of conflict of interest.
The editors should ensure the progress within the specified timing of the process.
The editors should ensure that the processes are realized within the ethical principles.

Ethical Suitability Checklist
Have you obtained the necessary permits for the tools or data taken from other studies?
Have you complied with the rules of the journal while preparing the quotations or the citations of your study?
Have you obtained the necessary permits for the data collection or treatment tools?
Have you informed the participants and take the necessary permissions regarding informing them?
Have you taken precautions to ensure the privacy of the participants?
In the studies which include more than one author, have you prepared the order of the author names appropriately?
If any material or content is used which are subject to copyright, have you taken the necessary permissions?
Have you obtained and presented/indicated in your article the necessary ethical board approval for the studies which are conducted on animals or people?

PUBLICATION POLICIES (23 items)

1. Bartın University Journal of Faculty Education is an international refereed journal in which scientific journals in the field of education are published in English. The journal started publishing three issues; in February, June and October are being published yearly. While the journal took under review Turkish or English articles in the past, starting from the February 2020 issue, all articles are required to be submitted in English only.
2. The journal publishes scientific articles which have a general place in the community of research in teaching and come from various areas of research in teaching and related disciplines.
3. Additionally, on the term of not exceeding one per year, a special issue may be published on the current affairs in education and proceedings of the national/international meetings (symposium, convention, conference etc.).
4. Copyright royalties are not paid to the authors of the publications.
5. The manuscripts submitted to the journal are first subject to preliminary review by the Secretariat with respect to writing rules and suitability with the article template, and then forwarded to the Editor-in-Chief, and editors in the related field. The submitted articles are inspected with respect to publication, writing, qualification, content, research and ethical rules. The articles which are found to be not suitable are returned to the author without going through referee review.
6. In line with the criteria determined by TURKISH ACADEMIC NETWORK AND INFORMATION CENTER (ULAKBİM), all authors must present approval of ethics committee for their manuscript.
7. All articles submitted to the journal are reviewed by at least two referees under the principles of double blind refereeing.
8. Articles which are found suitable by the editorial board are sent to at least two field referees. The authors re-send their articles by taking into account the revisions and suggestions stated in the assessment form prepared by the referees. The editorial board make the decision to whether or not publish the articles which are revised. Journal editors have the right to make revisions, -even when the referee process is affirmative- and to make the decision of publishing or not. The articles which are decided to be published are sent back to the original author(s). The responsibility of the errors and writing mistakes belong to the author(s).
9. The authors who would like to withdraw their submission which is in the assessment process are required to notify the demand by e-mail to buefad@bartin.edu.tr. An article which is approved and queued for publication cannot be withdrawn.
10. The editorial board is consulted for determining and updating the publication principles of the journal, and referee assignment process when needed.
11. The submitted articles cannot be published or submitted to be published to anywhere else.
12. Published or not published, the articles cannot be returned.
13. The journal is free of charge and does not require any payment including the submission and publication process.
14. Per author, maximum of one (1) academic research in each issue, and two (2) academic research in a year is allowed to be published.
15. All the articles published in the journal are open access and distributed under the conditions of CommonsAttribution-NonCommercial 4.0 International License 88x31.png
16. Authors may request to exclude certain referees because of ethical reasons or conflict of interests.
17. Authors may object to the referee reports or editorial decisions. In such cases, the authors are requested to state their reasoning behind the objection. Editors may start a new reviewing process if deemed necessary after an objection.
18. The articles are submitted via the portal on https://dergipark.org.tr/buefad. The articles which are attempted to be submitted otherwise will be disregarded. The referee process will also take place on the same system.
19. All articles submitted must be subject to preliminary review with respect to writing rules and journal template.
20. The authors are obligated to prepare their publications in accordance with APA 7 (American Psychological Association) standards.
21. All publications at BUEFAD are archived in the database of Bartın University Library
22. Authors are free to upload a version of their works to an external open-access platform.
23. BUEFAD Editorial Board and the owner of the journal have the liberty to select the articles to be published in each volume and issue.

PUBLICATION PROCESS

Blind Refereeing
Bartın University Journal of Faculty of Education makes use of double blind refereeing method in the review process of the articles. In the double blind refereeing method, the identity of authors and referees are concealed.
Initial Review Process
The articles which are submitted to the journal are first subject to preliminary review of writing rules and journal template suitability by the Secretariat, and then forwarded to the Editor-in-chief with the purpose of referee assignment. The submitted articles which are found to be unsuitable in terms of writing rules, originality, and accordance with the publication principles are returned to their author without a referee review. In the preliminary review, the field/department editors inspect the introduction, literature review, method, findings, results, assessment, and discussion sections of the articles with respect to suitability with the publication principles and content of the journal. The articles which are found ineligible after the review are returned to the author along with the review report prepared by the field editor in maximum of 30 days. The articles which are found to be eligible are taken under referee review.
Plagiarism Inspection

Due to the publication ethics of Bartın University Journal of Faculty of Education, every article which went through the “Blind Referee Review Process” has to be re-inspected for plagiarism for the revisions made after the referee requests. Within this context, English and Turkish copies of every article goes through plagiarism inspection. The plagiarism inspection is made by Turnitin and iThenticate softwares. The board makes the final decision in light of the plagiarism inspection report of every article. Revision of the mistakes can be request from the authors or the articles may be returned. The financial responsibilities (if any) occurred within the inspection belong to the author(s). BUEFAD uses iThenticate for plagiarism inspection and the maximum acceptable ratio for plagiarism analysis is 15% (a revision may be requested from the authors for up to 20% of similarity)

Referee Review Process
The articles are sent to the referees according to the content and referee speciality. The article which is found to be eligible by the editors is forwarded to at least two referees for review along with a review form. The referees are given 30 days for the review. Within this period, a new referee may be assigned in case the referee does not respond. It is obligatory to fill out the "Revision Template” which is prepared by the referees or the editors containing revisions within 30 days. The referees may decide on the suitability by inspecting the readjustments as well as requesting multiple revisions.
Many factors take role in the selection of referee. Experience, suitability of field, past experiences between the editor and referee are the determining factors.
Author(s) may request to exclude certain referees for the reason of conflict of interests.
The referee list is reviewed and refreshed and published on the index periodically with every issue by the Editors.
The referees are sent refereeing certification after the publication issue which includes the reviewed articles.
Review Results
The feedback received from the referees is examined by the field/department editors in 14 days at the latest. As a result of this examination, the field editor informs the editors of the final evaluation. The editors prepare the editorial board remarks in accordance with the field editor and referee assessments. A new referee may be assigned following the review report; in addition, there may be an approval, revision or rejection decision.
How Long Is The Publication Process?
It is anticipated that the evaluation process of the articles submitted to Bartın University Journal of Faculty of Education concludes in 6 months. However, this period of time may extend depending on revision requests, duration of the revisions, and re-evaluation of the articles.
Revision Directions and Uploading Guide
At Bartın University Journal of Faculty of Education, one or more revisions may be requested by the field editors and/or referees for the articles in review process. The authors are obligated to apply the requested revisions by using the “Revision Template”. The authors should make the revisions by using “Track changes” feature or by using the red colour on the original document. The authors should upload the documents; (1) revised document with track changes, (2) the “Author Revision Chart” prepared by using the “Revision Template”.

POST-ACCEPTANCE
At Bartın University Journal of Faculty of Education, the articles approved after review are gone through; plagiarism re-inspection, reference list organizing, citation control, layout and typesetting, DIO number assignment, respectively.
Language Regulations
The article submitted to Bartın University Journal of Faculty of Education are required to be written grammatically and appropriate to the scientific literature, in an explicit and plain manner. The journal board may request proofreading during the review process or after acceptance. The journal board has the claim to not publish articles which are found to be inadequate in terms of compliance with the language and expression rules, even when the review process is affirmative.
Citation and References Control
Due to the publication ethics of Bartın University Journal of Faculty of Education, it is obligatory that the citations and references included in the approved articles are correct and thorough. Within this context, the approved articles are gone through citation and reference control. The authors are responsible for carrying out the tasks and procedures assigned by the board. The financial responsibility of the control belong to the author(s). The journal board has the claim to not publish articles which are found to be inadequate in terms of compliance with the references and citations rules even when the review process is affirmative.
Layout and Typesetting Procedure
Due to the publication ethics of Bartın University Journal of Faculty of Education, it is obligatory that the articles are prepared in a common typesetting and complete page layout. Within this context, the approved articles are adjusted in terms of page layout and typesetting by the board. The financial responsibility of the control belong to the author(s). The journal board has the claim to not publish articles which are found to be inadequate in terms of compliance with the layout and typesetting rules even when the review process is affirmative.
DOI Number Assignment
Digital Object Identifier (DOI) is a unique access number which enables the identification and accessibility of each article published electronically. Every article published at Bartın University Journal of Faculty of Education is assigned with a DOI number. The articles which went through the reference control and print-ready after the approval process are assigned a DOI number by the board.

BUEFAD publishes articles free of charge.

Citation Indexes

Index Copernicus
TR Dizin
ProQuest
CiteFactor
EBSCO

Other Indexes

Türk Eğitim İndeksi
CiteFactor
SOBİAD
AraştırmaX
OAJI
ProQuest
IndexCopernicus
ERIH PLUS
Google Scholar
H.W. Wilson Education Full Text
The Belt and Road Initiative Reference Source
EBSCO Education Source
MLA International Bibliography
Scientific Indexing Services (SIS)
Education Research Complete
CrossRef
EBSCO Essentials

Editor-in-chief

Emrullah Yılmaz
Emrullah YILMAZ
Education, Curriculum Development in Education, Curriculum Design Instructional Theories

Co-editors

Emrah Boylu
Emrah BOYLU
Turkish Education
Burçin Gökkurt Özdemir
Burçin GÖKKURT ÖZDEMİR

Dr. Gökkurt Özdemir, Karadeniz Teknik Üniversitesi Fatih Eğitim Fakültesi Ortaöğretim Matematik Alanları Eğitimi Matematik Öğretmenliği programından 2007 yılında tezsiz yüksek lisans derecesi ile mezun oldu. Bütünleşik doktora eğitimini 2010-2014 yılları arasında Atatürk Üniversitesi Eğitim Bilimleri Enstitüsü İlköğretim Anabilim Dalı, Matematik Eğitimi Bilim Dalı’nda yapmıştır. 2011-2015 yılları arasında Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi’nde araştırma görevlisi olarak çalışan Dr. Gökkurt Özdemir, 2015 yılında Bartın Üniversitesi Matematik ve Fen Bilimleri Eğitimi Bölümü, Matematik Eğitimi Ana Bilim Dalı’na öğretim üyesi olarak atanmıştır. 2018 yılında doçent unvanı alan Dr. Gökkurt Özdemir’in çalışma alanları arasında teknoloji destekli matematik öğretimi, geometri öğretimi, pedagojik alan bilgisi, akıl ve zekâ oyunları, problem çözme, problem kurma ve kavram yanılgıları yer almaktadır. Yürüttüğü ve yürütmekte olduğu çalışmalar Birleşmiş Milletler 2030 Sürdürülebilir Kalkınma Amaçlarından Amaç 4: Nitelikli Eğitim ile ilişkilidir. Dr. Gökkurt Özdemir’in ulusal ve uluslararası alanda çok sayıda araştırması bulunmakla birlikte lisans ve lisansüstü düzeyde çeşitli dersler yürütmüştür. 2023 yılında profesörlük unvanı alan Dr. Burçin Gökkurt Özdemir, halen Bartın Üniversitesi Matematik Eğitimi Ana Bilim Dalı'nda görev yapmaktadır.
Mathematics Education

Section Editors

Seçil Eda Özkayran
Seçil Eda ÖZKAYRAN
Education, Education Management, Inspection and Planning
Default avatar
S. Burcu ÖZGÜLÜK ÜÇOK

Dr. S. Burcu Özgülük Üçok, 2006 yılında Boğaziçi Üniversitesi Okulöncesi Öğretmenliği ve Rehberlik ve Psikolojik Danışmanlık çift anadal programından mezun olmuştur. Ardından ODTÜ’de Psikolojik Danışmanlık ve Rehberlik programında yüksek lisans ve doktora eğitimini tamamlamıştır. Yüksek lisans tez çalışmasında ön-ergenlerde Tepki Stilleri Kuramını test etmiş, ön-ergenlerin problem çözme becerileri, depresif belirtileri ve ruminasyon/ distraksiyon tepki stilleri arasındaki ilişkiyi incelemiştir. Doktora tez çalışmasında ise çift-kariyerli evli çiftlerin ilişkiye bağlılıkları ile ilişkiye yaptıkları maddi/manevi ve geçmiş/gelecek yatırımlar arasındaki ilişkide, ilişki doyumu ve çift-kariyerli yaşam tarzlarından aldıkları doyumun aracı rolünü test etmiştir. Yüksek lisansını tamamladıktan sonra altı sene boyunca okul psikolojik danışmanı olarak çalışmıştır. Uzmanlığını aldığından beri, çocuklar ve aileleri, yetişkinler ve çiftlerle psikolojik danışma/psikoterapi seanslarına devam etmektedir. 2021 yılının Şubat ayından beri ise TED Üniversitesi Eğitim Bilimleri Bölümü, Rehberlik ve Psikolojik Danışmanlık Programı’nda Dr. Öğretim Üyesi olarak görev yapmaktadır. Temel ilgi ve araştırma alanları çocuklarda ve yetişkinlerde ruminasyon, öfke ve öfke ifade şekilleri, ilişkiye bağlılık, ilişki doyumu, çift-kariyerli evlilikler, ailede finansal davranışlar, ilişkide biz-olma, stres, çift olarak birlikte başa çıkabilme, cinsiyet kimliği ve cinsel yönelim azınlığı, psikolojik belirtiler, ebeveyn tutum ve davranışları, çocukların sosyo-duygusal gelişimleri ve psikolojik danışman eğitimidir. Bu araştırma alanlarında, ulusal ve uluslararası bilimsel yayınlar yapmakta, projelerde yer almaktadır. TED Üniversitesinde lisans ve yüksek lisans seviyesinde dersler vermektedir.
Psychological Counseling and Guidance, Family Counseling, Counselling Psychology
Hatice Yıldız Durak
Hatice YILDIZ DURAK

Dr. Hatice YILDIZ DURAK lisans ve Yüksek Lisans eğitimlerini Hacettepe Üniversitesinde, doktora eğitimini de Gazi Üniversitesinde tamamlamıştır.  Dr. YILDIZ DURAK Necmettin Erbakan Üniversitesinde öğretim üyesi olarak görev yapmaktadır. Dr. YILDIZ DURAK’ın çalışma alanları eğitim teknolojileri, üstün yetenekli öğrenciler, üstün yetenekli öğrencilere erken yaşta programlama eğitimi, problemli teknoloji kullanımı ve öğretmen ve öğretmen adaylarının teknolojik alandaki mesleki gelişimleri konularından oluşmaktadır.
Education, Lifelong learning
Sinan Kalkan
Sinan KALKAN

Karadeniz Teknik Üniversitesi, Fatih Eğitim Fakültesi Zihin Engelliler Öğretmenliği programından 2003 yılında mezun olmuştur. Millî Eğitim Bakanlığına bağlı kurumlarda 2012 yılına kadar öğretmen ve yönetici olarak görev yapmıştır. 2007 yılında Ankara Üniversitesi Eğitim Bilimleri Enstitüsü Yetişkin Eğitimi Yüksek Lisans programından, 2009 yılında ise Gazi Üniversitesi Eğitim Bilimleri Enstitüsü Zihin Engelliler Öğretmenliği Yüksek Lisans programından mezun olmuştur. Gazi Üniversitesi Eğitim Bilimleri Enstitüsü Zihin Engelliler Öğretmenliği programından 2019 yılında doktora programından mezun olan Kalkan, hala Çanakkale Onsekiz Mart Üniversitesi, Eğitim Fakültesi, Özel Eğitim Bölümünde doktor öğretim üyesi olarak akademik yaşamına devam etmekte olup çok sayıda kitap bölümü, makale ve projede görev almıştır. Kalkan, otizm ve zihinsel engelli küçük çocukları (0-8 Yaş) temel alan erken çocukluk özel eğitimi başta olmak üzere, mesleki gelişim ve erken müdahale çalışmaları yürütmektedir.
Special Education and Disabled Education, Mental Disability Education
Mustafa Kocaarslan
Mustafa KOCAARSLAN

Mustafa Kocaarslan received his Ph.D. in Primary School Education from Gazi University in 2015. He worked as a research assistant at Bartın University, Division of Primary School Education. He received the title of associate professor in the field of Primary School Education in 2020 and has been working in the same department. The studies he has and is being carried out are related to Goal 4: Quality Education and Goal 10: Reduced Inequalities from 2030 Sustainable Development Goals. Her main research interests include reading instruction, reading comprehension, reading fluency, executive functioning, and literacy in digital environments. His research has appeared in Journal of Computing in Higher Education, Current Psychology, Acta Psychologica, and Psychology in the Schools. He teaches courses for undergraduate students on children's literature, inclusive language teaching, and reading and writing instruction in Turkish. He also lectures literacy assessment and quantitative research methods courses to graduate students. In his free time, Mustafa Kocaarslan enjoys reading fictional books, jogging, and watching historical series.
Education
Default avatar
Rüveyda KARAMAN DÜNDAR

Ruveyda Karaman Dundar earned a Bachelor of Science in mathematics from Firat University. She received her M.S. in mathematics and her Ph.D. in mathematics education from the University of Missouri, Columbia. Her research interests include mathematical reasoning and proving, STE(A)M education, the role of technology in supporting student exploration, and mathematics curriculum. 
Mathematics Education
Kenan Çetin
Kenan ÇETİN

✉️ kenancetin@mail.com

   Dr. Kenan Çetin completed his PhD in English Language Teaching at Middle East Technical University in 2024. His doctoral thesis focuses on the implementation of a reflective thinking and collaboration-based lesson study model during the teaching practicum with the participation of prospective English teachers. His academic research centers on the use of technology in language education and teacher training and he is keen on personal development and has experience in video editing, graphic design, and web interface development.
Linguistics, Education
Melihan Ünlü
Melihan ÜNLÜ

Melihan Ünlü
Mathematics Education
Murat Debbağ
Murat DEBBAĞ

Curriculum and Instration , Instructional Technologies
Curriculum and Instration , Instructional Technologies
Şule Baştemur
Şule BAŞTEMUR
Psychological Counseling and Guidance, Family Counseling, School Counseling
Fatma Ünal
Fatma ÜNAL

Fatma Ünal pursued her PhD in 2008. She was appointed as a professor in 2021. In addition, she completed her master's degree in curriculum development in education. So far, she has published many national and international articles, books, book chapters, and proceedings. She has also conducted projects in social studies education, ecological sustainability, citizenship education, curriculum development, lifelong learning, and teaching materials such as textbooks. She still serves as a lecturer at Bartın University in the Faculty of Education.
Education, Turkish and Social Sciences Education, Social Studies Education
Emrah Boylu
Emrah BOYLU
Turkish Education
Default avatar
Emina JELEšKOVİć
Translation and Interpretation Studies, English As A Second Language, Teacher Education and Professional Development of Educators, Other Fields of Education (Other)
Zerrin Mercan
Zerrin MERCAN

Erken çocukluk eğitimi/Okul öncesi eğitimi alanında lisansını Boğaziçi Üniversitesi, yüksek lisansını Abant İzzet Baysal Üniversitesi, doktorasını Gazi Üniversitesinde tamamladı. Ulusal ve uluslar arası alanda makale ve kitapları bulunmaktadır. Araştırma alanları STEAM, bilişsel gelişim (akıl yürütme), doğa, ve ailedir.
Early Childhood Education
Burcin Acar Sesen
Burcin ACAR SESEN

Prof. Dr. Burçin Acar Şeşen, Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Ortaöğretim Fen ve Matematik Alanları Eğitimi Bölümü Kimya Eğitimi Anabilim Dalı’nın Lisansla Birleştirilmiş Tezsiz Yüksek Lisans Programı’ndan 2003 yılında mezun olmuştur. Aynı yıl, aynı üniversitenin Eğitim Bilimleri Enstitüsü Kimya Eğitimi Doktora Programı’nda başladığı doktora eğitimini 2008 yılında tamamlamıştır. 2008 yılında İstanbul Üniversitesi Hasan Ali Yücel Eğitim Fakültesi İlköğretim Bölümü Fen Bilgisi Eğitimi Anabilim Dalı’nda Yardımcı Doçent olarak göreve başlamış ve 2013 yılında Kimya Eğitimi Bilim Dalı’nda Doçent, 2019 yılında ise profesör unvanlarını almıştır. Prof. Dr. Burçin Acar Şeşen’in genelde fen, özelde ise kimya eğitimine yönelik gerçekleştirdiği ve özellikle kavram öğrenimi, işbirlikli öğrenme, probleme dayalı öğrenme ve sorgulamaya dayalı öğrenme gibi aktif öğrenme yöntem ve tekniklerine odaklandığı uluslararası ve ulusal indeksli dergilerde yayımlanmış çok sayıda bilimsel makalesi, ulusal kitap ve kitap bölümleri bulunmaktadır. Halen İstanbul Üniversitesi-Cerrahpaşa Hasan Ali Yücel Eğitim Fakültesi Matematik ve Fen Bilimleri Eğitimi Bölümü Fen Bilgisi Eğitimi Anabilim Dalı’nda öğretim üyesi olarak görevini sürdürmektedir.
Science and Mathematics Education, Chemistry Education, Science Education, Development of Environmental Education and Programs
Sabrina Shajeen Alam
Sabrina Shajeen ALAM

Sabrina Shajeen Alam is an Educational Psychology researcher and Learning Scientist whose work bridges educational psychology, learning sciences, and the application of educational technology (EdTech) in math cognition. She holds a Ph.D. in Educational Psychology from McGill University. Her research focuses on early mathematics learning using technology with collaborations spanning international partners, including the emerging Global Esports & Gaming Council. Dr. Alam has contributed to multiple EdTech projects in designing and evaluating digital learning frameworks and the use of EdTech tools in K-5 education. Dr. Alam's scholarship includes 11 peer-reviewed journal articles (seven as first author), two book chapters, and more than 25 national and international conference presentations, including AERA and Technology, Mind, and Society. She has received 15 academic awards, notably the Fonds de Recherche du Québec Société et Culture (FRQSC) doctoral fellowship, recognizing the originality and impact of her research.

Her work reflects a commitment to advancing equitable education, leveraging technology to support diverse learners, and contributing to innovative and meaningful solutions across various educational domains. She has established and led the Mentorship Program for Emerging Psychology Scholars (https://mpups.netlify.app/), a platform that supports emerging researchers from underrepresented communities.
Mathematics Education, Learning Sciences, Educational Psychology
Talip Gülle
Talip GÜLLE

Talip Gülle is a post-doctoral researcher at the University of Jyväskylä. He received his Ph.D. in English Language Education from the Foreign Language Education Department of Boğaziçi University. His research focuses on English medium instruction (EMI) in higher education, English as a lingua franca, and student learning in EMI. 
English As A Second Language, Applied Linguistics and Educational Linguistics
Gürhan Bebek
Gürhan BEBEK

Doç. Dr. Gürhan BEBEK, akademik çalışmalarını Fen Bilgisi Eğitimi alanında sürdüren bir öğretim üyesidir. Lisansüstü döneminden itibaren özellikle ölçek geliştirme yöntemleri üzerinde yoğunlaşmış; üstün zekâlı öğrencilerin eğitimi üzerine yürüttüğü doktora teziyle alana önemli katkılar sağlamıştır. Son yıllarda çalışmalarını daha çok STEM eğitimi ve mühendislik temelli öğrenme ortamları üzerine yönlendiren BEBEK, fen öğretiminde disiplinler arası yaklaşımın etkileri, problem çözme becerilerinin geliştirilmesi ve gerçek yaşam temelli etkinliklerin öğrenme süreçlerine yansımaları gibi konular üzerinde araştırmalar yürütmektedir. Bu kapsamda birçok ulusal ve uluslararası yayında yer almış, çeşitli akademik toplantılarda çalışmalarıyla katılım sağlamıştır. Lisans ve lisansüstü programlarda verdiği derslerde, fen eğitimine ilişkin kuramsal temelleri uygulamaya dönük örneklerle bütünleştirmeye özen gösteren BEBEK, aynı zamanda araştırma yöntemleri ve ölçme–değerlendirme alanlarında da öğrencilere rehberlik etmektedir. Yönettiği projeler aracılığıyla, fen eğitimi alanında nitelikli araştırmacıların yetişmesine katkıda bulunmayı sürdürmektedir. Akademik yayıncılık süreçlerinde de aktif görev alan Doç. Dr. BEBEK, çeşitli dergilerde hakemlik, yayın kurulu üyeliği ve bilimsel değerlendirme görevleri üstlenmiştir. 
Scale Development, Science Education, STEM Education, Development of Science, Technology and Engineering Education and Programs, Special Talented Education
Default avatar
Hatice Cansu BİLGİÇ

Dr. Hatice Cansu Bilgiç, lisans eğitimini Anadolu Üniversitesi İşitme Engelliler Öğretmenliği ve Okul Öncesi Öğretmenliği programlarında çift anadal yaparak tamamlamış; yüksek lisans ve doktora derecelerini ise Gazi Üniversitesi Eğitim Bilimleri Enstitüsü’nde almıştır. 2025 yılında tamamladığı doktora tezinde çoklu yetersizliği olan görmeyen çocuklar ve annelerine yönelik ilişki temelli etkileşim müdahaleleri üzerine çalışmıştır. Halen Gazi Üniversitesi Gazi Eğitim Fakültesi Özel Eğitim Bölümü, Görme Engellilerin Eğitimi Anabilim Dalı’nda akademik çalışmalarını sürdürmektedir. Temel araştırma alanları arasında; çoklu yetersizlik, görme yetersizliği, erken çocukluk özel eğitimi, aile-çocuk etkileşimi ve kaynaştırma uygulamaları yer almaktadır. TÜBİTAK ve kamu kurumları tarafından desteklenen çeşitli projelerde araştırmacı ve uzman olarak görev alan Bilgiç’in, ulusal ve uluslararası hakemli dergilerde yayımlanmış makaleleri, kitap bölümleri ve bilimsel toplantılarda sunulmuş bildirileri bulunmaktadır.
Special Education and Disabled Education, Multi Disabled Education
Default avatar
Neslihan KÖSE
Curriculum Development in Education, Comparative and Cross-Cultural Education

Production Editor

Default avatar
Bekir Serhat ZEREY

Arş. Gör. Bekir Serhat Zerey 2014 yılında Gazi Üniversitesi Görme Engelliler Öğretmenliği lisans programından mezun olmuş, aynı yıl Milli Eğitim Bakanlığı’na özel eğitim öğretmeni olarak atanmıştır. 2016 yılında Öğretim Üyesi Yetiştirme Programı (ÖYP) kapsamında Bartın Üniversitesi Eğitim Fakültesi Özel Eğitim Bölümünde araştırma görevlisi olarak göreve başlamıştır. Lisans üstü eğitimi için Gazi Üniversitesi’ne görevlendirilen Zerey yüksek lisansını Görme Engellilerin Eğitimi alanında tamamlamıştır. Doktora öğrenimi Gazi Eğitim Bilimleri Enstitüsü Özel Eğitim Bölümü’nde devam etmekte olup tez aşamasındadır. Yürüttüğü ve yürütmekte olduğu çalışmalar Birleşmiş Milletler 2030 Sürdürülebilir Kalkınma Amaçlarından Amaç 4 Nitelikli Eğitim ve Amaç 10 Eşitsizliklerin Azaltılması ile ilişkilidir. Araştırma alanları arasında güvenlik becerileri, teknoloji destekli uygulamalar ve öğretmen kalitesidir.
Instructional Design, Other Fields of Education (Other), Sight Disabled Education

Layout Editors

Mehmet Can Demir
Mehmet Can DEMİR

Arş. Gör. Dr. Mehmet Can Demir 2016 yılında Hacettepe Üniversitesi Psikoloji lisans, 2020 yılında Hacettepe Üniversitesi Eğitimde Ölçme Değerlendirme yüksek lisans programından ve 2025 yılında Hacettepe Üniversitesi Eğitimde Ölçme ve Değerlendirme doktora programlarından mezun olmuştur. Yürüttüğü ve yürütmekte olduğu çalışmalar Birleşmiş Milletler 2030 Sürdürülebilir Kalkınma Amaçlarından Amaç 4 Nitelikli Eğitim, Amaç 10 Eşitsizliklerin Azaltılması ve Amaç 16 Barış, Adalet ve Güçlü Kurumlar ile ilişkilidir. Araştırma konuları arasında psikometri, geçerlik, adillik ve geniş ölçekli sınavlar yer almaktadır. 2019 yılında itibaren Bartın Üniversitesi Eğitim Fakültesi Eğitimde Ölçme ve Değerlendirme Anabilim Dalı’nda görev yapmaya başlamıştır.
Measurement Theories and Applications in Education and Psychology, Measurement and Evaluation in Education (Other)
Yusuf Akın
Yusuf AKIN

2023 yılında Bartın Üniversitesi Eğitim Fakültesi İlköğretim Matematik Öğretmenliği Bölümü’nden mezun olan Akın, aynı yıl Bartın Üniversitesi Lisansüstü Eğitim Enstitüsü Matematik Eğitimi Bilim Dalı’nda yüksek lisans eğitimine başlamıştır. 2024 yılından beri Bartın Üniversitesi Eğitim Fakültesi Matematik ve Fen Bilimleri Eğitimi Bölümü Matematik Eğitimi Ana Bilim Dalı’nda araştırma görevlisi olarak görev yapmaktadır. Yürüttüğü ve yürütmekte olduğu çalışmalar Birleşmiş Milletler 2030 Sürdürülebilir Kalkınma Amaçlarından Amaç 4 Nitelikli Eğitim ile ilişkilidir.
Mathematics Education
Zekiye Merve Öcal
Zekiye Merve ÖCAL

Arş. Gör. Zekiye Merve ÖCAL 2021 yılında Orta Doğu Teknik Üniversitesi Fen Bilgisi Öğretmenliği Bölümü'nden mezun olmuş, 2023 yılında Orta Doğu Teknik Üniversitesi Fen Bilimleri Eğitimi’nde yüksek lisansa başlamıştır. Aynı yıl Bartın Üniversitesi Fen Bilgisi Eğitimi Anabilim Dalı’nda Araştırma Görevlisi olarak göreve başlamasıyla birlikte yüksek lisans eğitimi için Bartın Üniversitesi’ne yatay geçiş yapmıştır ve Aralık 2023 tarihinden itibaren Bartın Üniversitesi Fen Bilgisi Eğitimi Anabilim Dalı'nda görev yapmaktadır.
Science Education
Ömür Göktepeliler
Ömür GÖKTEPELİLER
Fine Arts Education, Creative Arts and Writing

Language Editors

Betül Çimenli Olcars
Betül ÇİMENLİ OLCARS
English As A Second Language, Language Acquisition, Applied Linguistics and Educational Linguistics
Gamze Ar
Gamze AR

Gamze Ar graduated from the Department of American Culture and Literature at Hacettepe University in 2017. She earned an MA degree in American Culture and Literature from Ege University in 2020 and a PhD in the same department at Ege University. She is an instructor in the Department of Foreign Languages at Bartın University. Her main teaching and research interests are American Poetry, ekphrasism, Modernism, Greek Mythology, and African American Children's Literature.




Kişisel Bilgilerim:
AD : GAMZE
SOYADI : AR
DOĞUM TARİHİ : 24.01.1994
DOĞUM YERİ : Ankara


İletişim Bilgileri:
TELEFON : 05383521551
E-MAIL : gamzear@bartin.edu.tr


Kariyer Bilgileri:
Eğitim Bilgileri:
2009-2012 __ Fatih Anadolu Lisesi
2012-2017  __ Hacettepe Üniversitesi – Amerikan Kültürü ve Edebiyatı ( Lisans)
                   __ Hacettepe Üniversitesi – Sosyoloji (Yan dal)
2014-2015 __ Paris8 Üniversitesi – Amerikan Kültürü ve Edebiyatı (Erasmus)
2013-2018 __ Anadolu Üniversitesi – Uluslararası İlişkiler
2017-2020 __ Ege Üniversitesi – Amerikan Kültürü ve Edebiyatı (Yüksek Lisans)
2018-2019  __ TU Dortmund Üniversitesi – Amerikan Kültürü ve Edebiyatı (Erasmus- Tez Aşaması)
2019-2020 __ Atatürk Üniversitesi – Pedagojik Formasyon (İngilizce Öğretmenliği)
2020-2025 __ Ege Üniversitesi – Amerikan Kültürü ve Edebiyatı (Doktora)

İş Tecrübesi:
2012- 2014 __ Prestij English İngilizce Kursu (Ankara) _ İngilizce Öğretmeni
2015-2016 __ Prestij English İngilizce Kursu (Ankara) _ İngilizce Öğretmeni
2017-2018 __ English Fast (Konak-İzmir) _ İngilizce Öğretmeni
2018-2019 __ International School Ruhr (Essen- Germany) _ İngilizce Öğretmeni (staj)
2019-2020 __ Atatürk Üniversitesi Vakıf Okulları Özel Aydın Doğan İlkokulu _ İngilizce Öğretmeni (1. Sınıf)

2021-         __ Bartın Üniversitesi - Öğretim Görevlisi (Yabancı Diller Yüksekokulu)

Hobilerim:
• Resim yapmak (Yağlı boya tablolar)
• Klasik Batı ve Amerikan romanları okumak ve analizlerini yapmak
• Müzik dinlemek (Caz ve Klasik)


Dil Seviyesi:
İngilizce : İleri Düzey
Fransızca: Orta Düzey
American Studies
Yunus Saraçoğlu
Yunus SARAÇOĞLU
Mental Disability Education

Copy Editors

Default avatar
Dilek AYDIN
Lifelong learning, Adult Education, Teacher Education and Professional Development of Educators
Mehmet Can Demir
Mehmet Can DEMİR

Arş. Gör. Dr. Mehmet Can Demir 2016 yılında Hacettepe Üniversitesi Psikoloji lisans, 2020 yılında Hacettepe Üniversitesi Eğitimde Ölçme Değerlendirme yüksek lisans programından ve 2025 yılında Hacettepe Üniversitesi Eğitimde Ölçme ve Değerlendirme doktora programlarından mezun olmuştur. Yürüttüğü ve yürütmekte olduğu çalışmalar Birleşmiş Milletler 2030 Sürdürülebilir Kalkınma Amaçlarından Amaç 4 Nitelikli Eğitim, Amaç 10 Eşitsizliklerin Azaltılması ve Amaç 16 Barış, Adalet ve Güçlü Kurumlar ile ilişkilidir. Araştırma konuları arasında psikometri, geçerlik, adillik ve geniş ölçekli sınavlar yer almaktadır. 2019 yılında itibaren Bartın Üniversitesi Eğitim Fakültesi Eğitimde Ölçme ve Değerlendirme Anabilim Dalı’nda görev yapmaya başlamıştır.
Measurement Theories and Applications in Education and Psychology, Measurement and Evaluation in Education (Other)
Mehmet Ali Başaran
Mehmet Ali BAŞARAN
German Language, Literature and Culture

All the articles published in the journal are open access and distributed under the conditions of CommonsAttribution-NonCommercial 4.0 International License 

88x31.png


Bartın University Journal of Faculty of Education