Research Article
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Year 2019, Volume: 10 Issue: 3, 246 - 271, 12.07.2019
https://doi.org/10.30935/cet.590005

Abstract

References

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  • Cahyani, A. D. (2016). Gamification approach to enhance students engagement in studying language course. Matec Web of Conferences, 58(1), 1-6. doi:10.1051/matec5conf/ 2016803006
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  • Cózar-Gutiérrez, R. & Sáez-López, J. (2016). Game-based learning and gamification in initial teacher training in the social sciences: an experiment with MinecraftEdu. International Journal Of Educational Technology In Higher Education, 13(1), 1-11. doi:10.1186/s41239-016-0003-4
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  • Cibik, S. (2010). Oyunlastirma yoluyla islenen siirlerde parcalarustu birimlerin karsilastiriması (Yayimlanmamis yüksek lisans tezi). Mugla Sitki Kocman Universitesi Sosyal Bilimler Enstitusu.
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  • El Tantawi, M., Sadaf, S., & Al Humaid, J. (2018). Using gamification to develop academic writing skills in dental undergraduate students. European Journal of Dental Education, 22(1), 15-22. doi.org/10.1111/eje.12238
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  • Fis Erumit, S. (2016). Oyunlastirma yaklasimlarinin eğitimde kullanimi: Tasarim tabanli bir arastirma (Yayimlanmamis doktora tezi). Ataturk Universitesi Egitim Bilimleri Enstitusu, Erzurum.
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  • Gellar-Goad, T. (2015). World of Wordcraft: Foreign language grammar and composition taught as a term-long role-playing game. Arts and Humanities in Higher Education, 14(4), 368-382. doi:10.1177/1474022214556030
  • Genc Ersoy, B. (2017). Turkce dersinde oyunlastirmanin ilkokul ogrencilerinin soz varligina ve motivasyonlarina etkisi (Yayimlanmamis doktora tezi). Anadolu Universitesi Egitim Bilimleri Enstitusu, Eskişehir.
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  • Gocer, A. (2014). Yazma tutum olcegi’nin (YTO) Turkceye Uyarlanmasi: Gecerlik ve guvenirlik calismasi. Kastamonu Egitim Dergisi, 22(2), 515-524.
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Use of Digital Games in Writing Education: An Action Research on Gamification

Year 2019, Volume: 10 Issue: 3, 246 - 271, 12.07.2019
https://doi.org/10.30935/cet.590005

Abstract

The aim
of the study is to determine the contribution of gamification to writing skills
of middle school students. For this study, a lesson plan has been developed to
relate Writing and Authorship Skills lesson to the gamification for middle
school students. From this lesson plan, it was tried to determine the
effectiveness of the teaching process. Therefore, the study was designed as
action research. The research group is composed of seventh grade students. Criteria
sampling technique was used to determine the participants. As a data collection
tool, student diary, semi-structured interview form, semi-structured
observation form, digital content of the students were used.
Data obtained from the semi-structured interview form were
analyzed by content analysis; other data were analyzed by descriptive analysis.
Writing skills and gamification were related
in the study. Turkish
Language Teaching Program (2018) has been taken into consideration
in the action plan which relates to gamification and
writing skill. As a result of the study, it was seen that all participants were
actively involved in the implementation process. In addition, it was concluded
that gamification increased the interest of students towards the course,
combined school and non-school life, facilitated classroom management,
supported collaborative work, and developed creativity. As a result of this
study, it is suggested that digital games can be used as a text type in Turkish
language lessons with the method of gamification in order to positively affect motivation
of the middle school students toward writing education.

References

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  • Bolat, Y. İ., Simsek, O., Ulker, U. (2017). Oyunlastirilmil çevrimiçi sinif yanitlama sisteminin akademik basariya etkisi ve sisteme yönelik gorusler. Abant Izzet Baysal Universitesi Egitim Fakultesi Dergisi, 17(4), 1741-1761.
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  • Buckley, P. & Doyle, E. (2016). Gamification and student motivation. Interactive Learning Environments, 24(6), 1162-1175.doi=10.1080/10494820.2014.964263
  • Cahyani, A. D. (2016). Gamification approach to enhance students engagement in studying language course. Matec Web of Conferences, 58(1), 1-6. doi:10.1051/matec5conf/ 2016803006
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  • Cibik, S. (2010). Oyunlastirma yoluyla islenen siirlerde parcalarustu birimlerin karsilastiriması (Yayimlanmamis yüksek lisans tezi). Mugla Sitki Kocman Universitesi Sosyal Bilimler Enstitusu.
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There are 98 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Mazhar Bal This is me 0000-0001-6958-9130

Publication Date July 12, 2019
Published in Issue Year 2019 Volume: 10 Issue: 3

Cite

APA Bal, M. (2019). Use of Digital Games in Writing Education: An Action Research on Gamification. Contemporary Educational Technology, 10(3), 246-271. https://doi.org/10.30935/cet.590005
AMA Bal M. Use of Digital Games in Writing Education: An Action Research on Gamification. Contemporary Educational Technology. July 2019;10(3):246-271. doi:10.30935/cet.590005
Chicago Bal, Mazhar. “Use of Digital Games in Writing Education: An Action Research on Gamification”. Contemporary Educational Technology 10, no. 3 (July 2019): 246-71. https://doi.org/10.30935/cet.590005.
EndNote Bal M (July 1, 2019) Use of Digital Games in Writing Education: An Action Research on Gamification. Contemporary Educational Technology 10 3 246–271.
IEEE M. Bal, “Use of Digital Games in Writing Education: An Action Research on Gamification”, Contemporary Educational Technology, vol. 10, no. 3, pp. 246–271, 2019, doi: 10.30935/cet.590005.
ISNAD Bal, Mazhar. “Use of Digital Games in Writing Education: An Action Research on Gamification”. Contemporary Educational Technology 10/3 (July 2019), 246-271. https://doi.org/10.30935/cet.590005.
JAMA Bal M. Use of Digital Games in Writing Education: An Action Research on Gamification. Contemporary Educational Technology. 2019;10:246–271.
MLA Bal, Mazhar. “Use of Digital Games in Writing Education: An Action Research on Gamification”. Contemporary Educational Technology, vol. 10, no. 3, 2019, pp. 246-71, doi:10.30935/cet.590005.
Vancouver Bal M. Use of Digital Games in Writing Education: An Action Research on Gamification. Contemporary Educational Technology. 2019;10(3):246-71.