Investigating different learning supports in exploratory serious games

Year 2025, Volume: 21 Issue: 1, 65 - 86, 01.06.2025

Yavuz Akpınar , Ekrem Kutbay

https://doi.org/10.17244/eku.1550084

https://izlik.org/JA65DM37YB

Abstract

This study aimed to investigate effects of four versions of an exploratory serious game with four different instructional supports on novice students’ developments of knowledge in object-oriented programming. Types of instructional supports integrated into each version of the game are (a) foreshadowing and pedagogical agent support, (b) only pedagogical agent support, (c) pedagogical agent and product-goal support, and (d) pedagogical agent and peer collaboration support. The study collected both quantitative and qualitative data; a pre and a post achievement test, an online self-regulation scale and a learning object evaluation scale provided quantitative data, while a semi-structured interview with selected students provided qualitative data. In addition to four experimental groups, a control group who studied the same learning content with a teacher only was also included. The analysis of those five groups’ data (n=149) revealed that different instructional supports in an exploratory serious game have different effects on learning. Further analysis was conducted to unveil interaction between instructional supports, level of online self-regulation and value attribution to the serious game. Finally, the study discussed the use of instructional supports in exploratory serious games, and provided suggestions on further research questions,

Keywords

Pedagogical agent , collaboration , foreshadowing , product-goal example , serious games

Ethical Statement

The research reported in this document has been approved by the research ethics committee of the authors' university.

Supporting Institution

Bogazici University

Project Number

BAP 22D02P1

Thanks

Bogazici University

Açınsayıcı Eğitsel Oyunlarda Öğrenme Destek Türlerinin İncelenmesi

https://izlik.org/JA65DM37YB

Abstract

Bu çalışma, açınsayıcı bir dijital eğitsel oyun ortamının bilgisayar programlamada yeni olan öğrencilerin nesne yönelimli programlama kavramsal bilgisi geliştirmelerine etkisini dört değişik öğrenme destek senaryosunda incelemeyi amaçlamıştır. Dört farklı sürüm olarak geliştirilen eğitsel oyunda öğrenme destekleri, (a) önceden gösterme ve eğitsel kılavuz desteği, (b) sadece eğitsel kılavuz desteği, (c) eğitsel kılavuz ve öğrenme ürününe özgü destek ve (d) eğitsel kılavuz ve akran iş birliği olarak çeşitlendirilmiştir. Çalışmanın nicel verileri ön ve son başarı testleri, çevrimiçi öz-düzenleme ölçeği ve öğrenme nesnesi değerlendirme ölçeği ile toplanmış, nitel verileri ise deney grubundaki bazı öğrencilerle yapılan yarı yapılandırılmış görüşmelerle toplanmıştır. Çalışmaya aynı içeriği oyun ortamı dışında öğretmenle çalışan bir kontrol grubu da dahil edilmiştir. Dört deney ve bir kontrol grubundaki (n=149) öğrencilerden elde edilen verilerin çözümlemesi, açınsayıcı dijital oyun ortamında kullanılan öğrenme destek türlerinin öğrenmeye farklı etkisine işaret etmiştir. Çalışmada ayrıca öğrenme destek türü, çevrimiçi öz düzenleme ve öğrenme nesnesi değerlendirme değişkenlerinin etkileşimi istatistiksel olarak incelenmiştir. Çalışma açınsayıcı dijital eğitsel oyunlarda öğrenme desteklerinin kullanımı üzerine bir dizi öneri ve olası araştırma konularını tartışmıştır.

Keywords

Eğitsel kılavuz , iş birliği , önden gösterme , öğrenme ürünü örneklendirme , ciddi oyun , programlama

Ethical Statement

Bu araştırma yürütülmeden önce araştırma için etik kurul onayı alınmış olup, istendiğinde ilgili belge sunulacaktır.

Supporting Institution

Boğaziçi Üniversitesi BAP

Project Number

BAP 22D02P1

Thanks

Boğaziçi Üniversitesi

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