HERKÜL’ÜN HİKAYESİ: BİR EĞİTSEL OYUN MODELİ ÖNERİSİ

Year 2019, Volume: 9 Issue: 1, 230 - 250, 31.01.2019

Selay Arkün Kocadere , Şeyma Çağlar Özhan , Fatma Bayrak , Pınar Nuhoğlu Kibar

https://doi.org/10.17943/etku.451990

Cited By: 2

Abstract

Bu çalışmanın odağında, Searching for the Labours of
Hercules (2014-1-TR01-KA201-01299) isimli Avrupa Birliği Erasmus+ projesi
kapsamında üretilen, Herkül’ün 12 Görevi mitolojik hikayesinin öğretimini
desteklemeyi hedefleyen “Labours of Hercules” (LOH) mobil oyununun geliştirme
süreci yer almaktadır. Araştırma, diğer modellerden farklı olarak hikaye
temelli oyun geliştirme sürecini açımlamaktadır. Çalışmada eğitsel oyun
modelleri incelenmiş, ardından araştırmacı günlükleri ve oyuna ilişkin
dokümantasyondan yola çıkılarak oyun geliştirme süreci modellenmiştir. Model,
oyun geliştirme sürecini ön analiz, analiz, tasarım ve geliştirme, uygulama
olmak üzere dört ana basamakta ele almaktadır. Her basamak kendi içinde en az
bir değerlendirme alt basamağını içermektedir. Sürekli güncellemenin olduğu ve
sarmal bir yol izlenen geliştirme süreci hikaye, amaç, mücadele, etkileşim,
dönüt ve kurallar gibi oyun bileşenlerinin doğrultusunda yapılandırılmıştır.
Tasarım ve geliştirme olmak üzere iki ayrı takım süreçte belirli noktalarda bir
araya gelerek çalışmış, öğrenme ve eğlenme dengesinin kurulmasında kritik
olması nedeniyle takımlar modele yansıtılmıştır.

Keywords

eğitsel oyun, eğitsel oyun geliştirme süreci, mobil öğrenme

References

• Akgün, E., Nuhoğlu, P., Tüzün, H., Kaya, G. ve Çınar, M. (2011). Bir eğitsel oyun tasarımı modelinin geliştirilmesi. Eğitim Teknolojisi Kuram ve Uygulama, 1(1), 41-61.
• Akıllı, K.G. ve Çağıltay, K. (2006). An instructional design/development model for the creation of game-like learning environments: Fidge model. In M. Pivec (Ed.), Affective and Emotional Aspects of Human-Computer Interaction: Game-based and Innovative Learning Approaches (ss. 93-112). Amsterdam, Netherlands: IOS Press.
• Amory, A. (2001). Building an educational adventure game: Theory, design and lessons. Journal of Interactive Learning Research, 129(2), 249-264.
• Amory, A. (2007). Game object model version II: A theoretical framework for educational game development. Educational Technology Research and Development, 55(1), 51-77.
• Amory, A. ve Seagram, R. (2003). Educational game models: Conceptualization and evaluation. South African Journal of Higher Education, 17(2), 206-217.
• Ariffin, M. M. (2013). GaD-eM: An Adaptive Game Design Model for Malaysian Higher Education (HE). International Journal of Scientific ve Engineering Research, 4(5), 100-103.
• Aslan, S. ve Balci, O. (2015). GAMED: digital educational game development methodology. Simulation, 91(4), 307-319.
• Bressler, D. ve Bodzin, A. (2013). A mixed methods assessment of students’ flow experiences during a mobile augmented reality science game. Journal of Computer Assisted Learning, 29(6), 505-517.
• Cai, L., Liu, F. ve Liang, Z. (2010). The Research and Application of Education Game Design Model in Teaching Chinese as a Foreign Language. Erişim tarihi: 05.08.2018, https://ieeexplore.ieee.org/document/5687919/.
• Connolly, T. M., Boyle, E. A., MacArthur, E., Hainey, T. ve Boyle, J. M. (2012). A systematic literature review of empirical evidence on computer games and serious games. Computers ve Education, 59(2), 661-686.
• De Freitas, S. (2006). Learning in immersive worlds: A review of game-based learning. Erişim tarihi: 05.08.2018, http://researchrepository.murdoch.edu.au/id/eprint/35774/1/gamingreport_v3.pdf.
• Dondlinger, M. J. (2007). Educational video game design: A review of the literature. Journal of Applied Educational Technology, 4(1), 21-31.
• Ebner, M. ve Holzinger, A. (2007). Successful implementation of user-centered game based learning in higher education: An example from civil engineering. Computers ve Education, 49(3), 873-890.
• Facer, K., Joiner, R., Stanton, D., Reid, J., Hull, R. ve Kirk, D. (2004). Savannah: mobile gaming and learning?. Journal of Computer assisted learning, 20(6), 399-409.
• Fan, K. K., Xiao, P. W. ve Su, C. H. (2015). The Effects of Learning Styles and Meaningful Learning on the Learning Achievement of Gamification Health Education Curriculum. Eurasia Journal of Mathematics, Science ve Technology Education, 11(5), 1211-1229.
• Gartner (2013). Worldwide Video Game Market. Erişim tarihi: 25.09.2016, http://www.gartner.com/newsroom/id/2614915.
• Gee, J. P. (2014), What video games have to teach us about learning and literacy. New York, NY: Palgrave Macmillan.
• Hainey, T., Connolly, T. M., Boyle, E. A., Wilson, A. ve Razak, A. (2016). A systematic literature review of games-based learning empirical evidence in primary education. Computers ve Education, 102, 202-223.
• Huang, Y. M. ve Huang, Y. M. (2015). A scaffolding strategy to develop handheld sensor-based vocabulary games for improving students’ learning motivation and performance. Educational Technology Research and Development, 63(5), 691-708.
• Huizenga, J., Admiraal, W., Akkerman, S. ve Dam, G. (2009). Mobile game-based learning in secondary education: engagement, motivation and learning in a mobile city game. Journal of Computer Assisted Learning, 25(4), 332-344.
• Kiili, K. (2005). Digital game-based learning: Towards an experiential gaming model. The Internet and Higher Education, 8, 13–24.
• Liao, C. C., Chen, Z. H., Cheng, H. N., Chen, F. C. ve Chan, T. W. (2011). My-Mini- Pet: a handheld pet-nurturing game to engage students in arithmetic practices. Journal of Computer Assisted Learning, 27(1), 76-89.
• Malone, T. W. (1980). What makes things fun to learn? Heuristics for designing instructional computer games. Proceedings of the 3rd ACM SIGSMALL (ss. 162-169). California, USA:ACM.
• Malone, T. W. ve Lepper, M. R. (1987). Making learning fun: A taxonomy of intrinsic motivations for learning. Aptitude, Learning, and Instruction, 3(19), 223-253.
• Maragos, K. ve Grigoriadou, M. (2007). Designing an educational online multiplayer. Erişim tarihi: 05.08.2018, http://www.mattikariluoma.com/files/the_design_of_multiplayer_simulations_in_online_game-based_learning.pdf.
• McMahon, M. (2009). Using the DODDEL model to teach serious game design to novicedesigners. Erişim tarihi: 05.08.2018, http://www.ascilite.org.au/conferences/auckland09/procs/mcmahon.pdf .
• Newton, R. (2012). Adım adım proje yönetimi. Optimist Yayım Dağıtım :İstanbul.
• Oblinger, D. (2004). The next generation of educational engagement. Journal of interactive media in education, 2004(1), 1-18.
• Papastergiou, M. (2009). Digital game-based learning in high school computer science education: Impact on educational effectiveness and student motivation. Computers ve Education, 52(1), 1-12.
• Prensky, M. (2001). Fun, play and games: What makes games engaging. Digital game-based learning. New York: McGraw-Hill.
• Prensky, M. (2004). Use their tools! Speak their language. Erişim Tarihi: 05.08.2018, http://www.marcprensky.com/writing/Prensky-Use_Their_Tools_Speak_Their_Language.pdf?origin=publication_detail
• Rouse, R. (2010). Game design: Theory and practice. US: Wordwire Publishing.
• Sánchez, J. ve Olivares, R. (2011). Problem solving and collaboration using mobile serious games. Computers ve Education, 57(3), 1943-1952.
• Schwabe, G. ve Göth, C. (2005). Mobile learning with a mobile game: design and motivational effects. Journal of Computer Assisted Learning, 21(3), 204-216.
• Schmitz, B., Schuffelen, P., Kreijns, K., Klemke, R. ve Specht, M. (2015). Putting yourself in someone else's shoes: The impact of a location-based, collaborative role-playing game on behaviour. Computers ve Education, 85, 160-169.
• Schmitz, B., Klemke, R., Walhout, J. ve Specht, M. (2015). Attuning a mobile simulation game for school children using a design-based research approach. Computers ve Education, 81, 35-48.
• Song, M. ve Zhang, S. (2008, Haziran). EFM: A model for educational game design. International Conference on Technologies for E-Learning and Digital Entertainment (ss. 509-517). Berlin, Heidelberg: Springer.
• Sourmelis, T., Ioannou, A. ve Zaphiris, P. (2017). Massively Multiplayer Online Role Playing Games (MMORPGs) and the 21st century skills: A comprehensive research review from 2010 to 2016. Computers in Human Behavior, 67, 41-48.
• Tüzün, H., Yılmaz-Soylu, M., Karakuş, T., İnal, Y. ve Kızılkaya, G. (2009). The effects of computer games on primary school students’ achievement and motivation in geography learning. Computers ve Education, 52(1), 68-77.
• Waraich, A. (2004). Using narrative as a motivating device to teach binary arithmetic and logic gates. 9th annual SIGCSE Conference on Innovation and Technology in Computer Science Education, Leeds, United Kingdom.
• Weitze, C. L. ve Ørngreen, R. (2012). Concept Model for designing engaging and motivating games for learning. Erişim tarihi: 05.08.2018, http://meaningfulplay.msu.edu/proceedings2012/mp2012_submission_148.pdf.
• Wong, L.-H., Hsu, C.-K., Sun, J. ve Boticki, I. (2013). How exible grouping affects the collaborative patterns in a mobile-assisted Chinese character learning game? Journal of Educational Technology ve Society, 16(2), 174-187.
• Zin, N. A. M., Yue, W. S. ve Jaafar, A. (2009). Digital game-based learning (DGBL) model and development methodology for teaching history. WSEAS Transactions on Computers, 8(2), 322-333.