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ÖĞRETİMSEL BİLGİSAYAR OYUNLARININ TEMEL ARİTMETİK İŞLEM BECERİLERİNİN GELİŞMESİNE ETKİSİ

Year 2005, Volume: 29 Issue: 29, 127 - 136, 01.06.2005

References

  • Bacon, S., Faust, R., Guerena, M. ve McDowell, D. Motivational issues. Retrieved June 13, 2004 from http://www.grossmont.kl 2.ca.us/mcdowell/670/immigration.
  • Chu. K. C. (2004). Gender reactions to games for learning among Şfth and eighth graders. Michigan State University. 1L, yayınlanmamış yüksek lisans tezi.
  • Clemens, R. (2002). Video games — the necessity of incorporating video games as part of constructivist learning by Obe Hostetter. Retrieved June 12, 2004 from http://www. game ressearch.com/art_games_contructivist.asp.
  • _Çağıltay, K.. Hotamaroğlu, A. ve Durdu, P. O. (2004). Türkiye’deki öğrencilerin bilgisayar oyunu oynama alışkanlıkları ve oyun tercihleri: ODTÜ ve Gazi Üniversitesi öğrencileri arasında bir karşılaştırma. Bilişim Teknolojileri Işığında Eğitim 2004. 97-101 .
  • Erdoğan 1. ve Alemdar, K. (2002). Öteki Kuram: Kitle iletişimine yaklaşımların tarihsel ve eleştirel bir değerlendirilmesi. Ankara: Pozitif Matbaacılık.
  • Facer, K. (2004). Computer games and learning. NESTA Futurelab — reasearch (discussion papers), Retreived June 13, 2004 from www.nestafuturelab.org/discuss/O2discussO1 .htm.
  • Garris. R.. Ahlers, R. ve Driskell. J.E. (2002). Games. motivations, and learning: A research and practice ınodel. Simulation & Gaming. 33(4). 441 —467.
  • Griffin. E. (2000) A first look at communication theory. Boston: McGraw-Hill.
  • Grow. G. (199 6). A cognitive model of learning. Retreived October 29, 2004 from http://www.longleaf.net/ggrow/StrategicReader/StratModel.html.
  • Hazar. M. (1996). Beden eğitimi ve sporda oyunla eğitim. Ankara: Tutibay Yayınları.
  • Jean, J. D., Upitis, R., Koch, C. and Young, J. (1999). The story of phoenix quest: how girls respond to a prototype language and mathematics computer game [Electronic version]. Gender and Education. l 1, 207-223.
  • Joanneum, EH. (2002). Game based learning in universities and lifelong learning. Deliveriable 1.2: Conceptual design. Retreived June 5. 2004 from www.unigame.net/html/case_studies/D2.pdf.
  • Malone, T. W. (1980). What makes things fun to learn? A study of intrinsically motivating computer games. California: Palo Alto Research Center.
  • Prensky. M. (2001 ). Fun, play and games: What makes games engaging [Electronic version]. Digital game-based learning.
  • Prensky, M. (2002). What kids learn that’s positive from playing video games. Retreived June 10, 2004 from http://www.marcprensky.com/writing/Prensky%20%20What%20Kids%20Learn%20Thats%20POSITIVE%20From%20 Playing%20Video%20Games.pdf.
  • Roberson, M. S. (2004). Video games as an educational tools. Retreived June 13. 2004 from http://www- 2.cs.cmu.edu/~smrobert/tucson/~WRL0004.tmp.
  • Severin, W. J. ve Tankard, J. W. (1992). Communication theories: Origins, methods, and uses in the mass media. London: Longman Group Ltd.
  • Purdue University, 2004: Purdue Universty (2004). Curiosity and motivating. Retreived October 31, 2004 from http://education.calumet.purdue.edu/Vockell/EdPsyBook/EdpsyS/Edpsy5_curiosity.htm.
Year 2005, Volume: 29 Issue: 29, 127 - 136, 01.06.2005

References

  • Bacon, S., Faust, R., Guerena, M. ve McDowell, D. Motivational issues. Retrieved June 13, 2004 from http://www.grossmont.kl 2.ca.us/mcdowell/670/immigration.
  • Chu. K. C. (2004). Gender reactions to games for learning among Şfth and eighth graders. Michigan State University. 1L, yayınlanmamış yüksek lisans tezi.
  • Clemens, R. (2002). Video games — the necessity of incorporating video games as part of constructivist learning by Obe Hostetter. Retrieved June 12, 2004 from http://www. game ressearch.com/art_games_contructivist.asp.
  • _Çağıltay, K.. Hotamaroğlu, A. ve Durdu, P. O. (2004). Türkiye’deki öğrencilerin bilgisayar oyunu oynama alışkanlıkları ve oyun tercihleri: ODTÜ ve Gazi Üniversitesi öğrencileri arasında bir karşılaştırma. Bilişim Teknolojileri Işığında Eğitim 2004. 97-101 .
  • Erdoğan 1. ve Alemdar, K. (2002). Öteki Kuram: Kitle iletişimine yaklaşımların tarihsel ve eleştirel bir değerlendirilmesi. Ankara: Pozitif Matbaacılık.
  • Facer, K. (2004). Computer games and learning. NESTA Futurelab — reasearch (discussion papers), Retreived June 13, 2004 from www.nestafuturelab.org/discuss/O2discussO1 .htm.
  • Garris. R.. Ahlers, R. ve Driskell. J.E. (2002). Games. motivations, and learning: A research and practice ınodel. Simulation & Gaming. 33(4). 441 —467.
  • Griffin. E. (2000) A first look at communication theory. Boston: McGraw-Hill.
  • Grow. G. (199 6). A cognitive model of learning. Retreived October 29, 2004 from http://www.longleaf.net/ggrow/StrategicReader/StratModel.html.
  • Hazar. M. (1996). Beden eğitimi ve sporda oyunla eğitim. Ankara: Tutibay Yayınları.
  • Jean, J. D., Upitis, R., Koch, C. and Young, J. (1999). The story of phoenix quest: how girls respond to a prototype language and mathematics computer game [Electronic version]. Gender and Education. l 1, 207-223.
  • Joanneum, EH. (2002). Game based learning in universities and lifelong learning. Deliveriable 1.2: Conceptual design. Retreived June 5. 2004 from www.unigame.net/html/case_studies/D2.pdf.
  • Malone, T. W. (1980). What makes things fun to learn? A study of intrinsically motivating computer games. California: Palo Alto Research Center.
  • Prensky. M. (2001 ). Fun, play and games: What makes games engaging [Electronic version]. Digital game-based learning.
  • Prensky, M. (2002). What kids learn that’s positive from playing video games. Retreived June 10, 2004 from http://www.marcprensky.com/writing/Prensky%20%20What%20Kids%20Learn%20Thats%20POSITIVE%20From%20 Playing%20Video%20Games.pdf.
  • Roberson, M. S. (2004). Video games as an educational tools. Retreived June 13. 2004 from http://www- 2.cs.cmu.edu/~smrobert/tucson/~WRL0004.tmp.
  • Severin, W. J. ve Tankard, J. W. (1992). Communication theories: Origins, methods, and uses in the mass media. London: Longman Group Ltd.
  • Purdue University, 2004: Purdue Universty (2004). Curiosity and motivating. Retreived October 31, 2004 from http://education.calumet.purdue.edu/Vockell/EdPsyBook/EdpsyS/Edpsy5_curiosity.htm.
There are 18 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Ayşe Kula

Mukaddes Erdem This is me

Mukaddes Erdem This is me

Publication Date June 1, 2005
Published in Issue Year 2005 Volume: 29 Issue: 29

Cite

APA Kula, A., Erdem, M., & Erdem, M. (2005). ÖĞRETİMSEL BİLGİSAYAR OYUNLARININ TEMEL ARİTMETİK İŞLEM BECERİLERİNİN GELİŞMESİNE ETKİSİ. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 29(29), 127-136.