Research Article
BibTex RIS Cite
Year 2022, Volume: 9 Issue: 1, 62 - 77, 15.03.2022
https://doi.org/10.33200/ijcer.969959

Abstract

References

  • Alsancak Sırakaya, D. (2017). Student views on gamified flipped classroom model. Ondokuz Mayis University Journal of Faculty of Education, 36(1), 114-132. doi: 10.7822/omuefd.327393
  • Alpar, R. (2016). Spor, sağlık ve eğitim bilimlerinden örneklerle uygulamalı istatistik ve geçerlik-güvenirlik [Applied statistics and validity-reliability with examples from sports, health and educational sciences] (4th ed.). Ankara: Detay Yayıncılık.
  • Ar, N. A. (2016). Oyunlaştırmayla öğrenmenin meslek lisesi öğrencilerinin akademik başarı ve öğrenme stratejileri kullanımı üzerine etkisi [The effects of gamification on academic achievement and learning strategies usage of vocational high school students] [Unpublished master’s thesis]. Sakarya University, Institute of Education Sciences, Sakarya.
  • Aral, N., Gürsoy, F., & Köksal, A. (2001). Oyun [Game]. Ankara: Ya-Pa Yayınları.
  • Aydın, B. (2016). Ters yüz sınıf modelinin akademik başarı, ödev/görev stres düzeyi ve öğrenme transferi üzerindeki etkisi [The effects of flipped classroom model on academic achievement, homework/task stress level and transfer of learning] [Unpublished master’s thesis]. Süleyman Demirel University, Institute of Education Sciences, Isparta.
  • Bergmann, J., & Sams, A. (2012). How the flipped classroom is radically transforming learning. Retrieved from http://www.thedailyriff.com/articles/how-the-flipped-classroom-is-radically-transforming-learning-536.php
  • Boyraz, S. (2014). İngilizce öğretiminde tersine eğitim uygulamasının değerlendirilmesi [Evaluating flipped classroom/education method in English teaching] [Unpublished master’s thesis]. Afyon Kocatepe University, Institute of Social Sciences, Afyonkarahisar.
  • Büyüköztürk, Ş. (2017). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni SPSS uygulamaları ve yorum [Data analysis handbook for social sciences: Statistics, research design SPSS applications and interpretation] (23rd ed.). Ankara: Pegem Akademi.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2014). Bilimsel araştırma yöntemleri [Scientific research methods] (17th ed.). Ankara: Pegem Akademi.
  • Chen, Y., Wang, Y., Kinshuk ve Chen, N. S. (2014). Is FLIP enough? Or should we use the FLIPPED model instead? Computers and Education, 79, 16-27. doi: 10.1016/j.compedu.2014.07.004
  • Creswell, J., & Plano Clark, V. (2015). Karma yöntem araştırmaları tasarımı ve yürütülmesi [Designing and conducting mixed methods research] (Y. Dede, & S. B. Demir, Trans.). Ankara: Anı Yayıncılık. (Original work published 2011)
  • Çakır, E., & Yaman, S. (2018). The effect of flipped classroom model on students’ science success and computational thinking skills. Gazi University Journal of Gazi Educational Faculty (GUJGEF), 38(1), 75-99. Retrieved from http://www.gefad.gazi.edu.tr/en/download/article-file/462732
  • Demiralay, R. (2014). Evde ders okulda ödev modelinin benimsenmesi sürecinin yeniliğin yayılımı kuramı çerçevesinde incelenmesi [Examining the process of flipped classroom model acceptance in the context of diffusion of innovations theory] [Unpublished doctoral dissertation]. Gazi University, Institute of Education Sciences, Ankara.
  • Demiralay, R., & Karataş, S. (2014). Flipped classroom model. Journal of Research in Education and Teaching, 3(3), 333-340. Retrieved from http://jret.org/FileUpload/ks281142/File/31.demiralay.pdf
  • De-Marcos, L., Dominguez, A., Saenz-de-Navarrete, J., & Pages, C. (2014). An empirical study comparing gamification and social networking on e-learning. Computers & Education, 75(6), 82-91. doi: 10.1016/j.compedu.2014.01.012
  • 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). Tampere, Finland: ACM. doi: 10.1145/2181037.2181040
  • Dominguez, A., Saenz-de-Navarrete, J., De-Marcos, L., Fernandez-Sanz, L., Pages, C., & Martinez-Herraiz, J. J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63, 380-392. doi: 10.1016/j.compedu.2012.12.020
  • Filiz, O., & Kurt, A. A. (2015). Flipped learning: Misunderstandings and the truth. Journal of Educational Sciences Research, 5(1), 215-229. doi: 10.12973/jesr.2015.51.13
  • Fisher, R. L., LaFerriere, R., &Rixon, A. (2020). Flipped learning: An effective pedagogy with an Achilles’ heel. Innovations in Education and Teaching International, 57(5), 543-554. doi: 10.1080/14703297.2019.1635904
  • Fraenkel, J. R., & Wallen, N. E. (2012). How to design and evaluate research in education (8th ed.). McGraw-Hill.
  • Gençer, B. G. (2015). Okullarda ters-yüz sınıf modelinin uygulanmasına yönelik bir vaka çalışması [A case study towards the implementation of the flipped classroom model in the schools] [Unpublished master’s thesis]. Bahçeşehir University, Institute of Education Sciences, İstanbul.
  • Gómez-Carrasco, C. J, Monteagudo-Fernández, J., Moreno-Vera, J.R., & Sainz-Gómez, M. (2020). Evaluation of a gamification and flipped-classroom program used in teacher training: Perception of learning and outcome. PLOS ONE, 15(7), e0236083. doi: 10.1371/journal.pone.0236083
  • Güç, F. (2017). Rasyonel sayılar ve rasyonel sayılarda işlemler konusunda ters-yüz sınıf uygulamasının etkileri [The effect of the flipped classroom practice on the rational numbers and operations with rational numbers] [Unpublished master’s thesis]. Amasya University, Institute of Science, Amasya.
  • Gündüz, A. Y., & Akkoyunlu, B. (2020). Effectiveness of gamification in flipped learning. SAGE Open, October-December 2020, 1-16. doi: 10.1177/2158244020979837
  • Hanus, M. D., & Fox, J. (2018). Corrigendum to assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80(2015), 152-161. doi: 10.1016/j.compedu.2014.08.019
  • Hayırsever, F., & Orhan, A. (2018). A theoretical analysis of flipped learning. Mersin University Journal of the Faculty of Education, 14(2), 572-596. doi: 10.17860/mersinefd.431745
  • Huang, B., & Hew, K. F. (2018). Implementing a theory-driven gamification model in higher education flipped courses: Effects on out-of-class activity completion and quality of artifacts. Computers & Education, 125(2018) 254-272. doi: 10.1016/j.compedu.2018.06.018
  • Huang, B., Hew, K. F., & Lo, C. K. (2018). Investigating the effects of gamification-enhanced flipped learning on undergraduate students’ behavioral and cognitive engagement. Interactive Learning Environments, 27(8), 1106-1126. doi: 10.1080/10494820.2018.1495653
  • Hung, H. T. (2018). Gamifying the flipped classroom using game-based learning materials. ELT Journal, 72(3), 296-308. doi: 10.1093/elt/ccx055
  • Kara, C. O. (2016). Flipped Classroom. Tıp Eğitimi Dünyası, 45, 225-228. Retrieved from https://dergipark.org.tr/tr/download/article-file/222436
  • Karadeniz, A. (2015). Flipped classrooms. Journal of Research in Education and Teaching, 4(3), 322-326. Retrieved from http://www.jret.org/FileUpload/ks281142/File/35._abdulkadir_karadeniz.pdf
  • Karataş, E. (2014). Gamification in education: Research trends. Ahi Evran University Journal of Kırşehir Education Faculty (KEFAD/JKEF), 15(2), 315-333. Retrieved from https://dergipark.org.tr/en/download/article-file/1490007
  • Kim, J. T., & Lee, W. H. (2015). Dynamical model for gamification of learning (DMGL). Multimedia Tools and Applications, 74(19), 8483-8493. doi: 10.1007/s11042-013-1612-8
  • Kotluk, N., & Kocakaya S. (2015). Digital storytelling for developing 21st century skills: From high school students' point of view. Journal of Research in Education and Teaching, 4(2), 354-363. Retrieved from http://www.jret.org/FileUpload/ks281142/File/36.nihat_kotluk..pdf
  • Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. Journal of Economic Education, 31(1), 30-43. doi: 10.2307/1183338
  • Lai, K. H., & Foon, H. K. (2019). To assess a gamified 5E flipped learning platform’s effectiveness in promoting student learning and achievement in physics: A design-based research. In W. W. K. Ma, W. W. L. Chan & C. M. Cheng (eds), Shaping the future of education, communication and technology. Educational communications and technology yearbook. Singapore: Springer. doi: 10.1007/978-981-13-6681-9_7
  • Lee, J. J., & Hammer, J. (2011). Gamification in education: What, how, why bother? Academic Exchange Quarterly, 15(2), 146. Retrieved from https://www.researchgate.net/publication/258697764_Gamification_in_Education_What_How_Why_Bother
  • Li, C., Dong, Z., Untch, R. H., & Chasteen, M. (2013). Engaging computer science students through gamification in an online social network based collaborative learning environment. International Journal of Information and Education Technology, 3(1), 72-77. doi: 10.7763/IJIET.2013.V3.237
  • Lister, M. (2015). Gamification: The effect on student motivation and performance at the post-secondary level. Issues and Trends in Educational Technology, 3(2). doi: 10.2458/azu_itet_v3i2_Lister
  • Lo, C. K., & Hew, K. F. (2020). A comparison of flipped learning with gamification, traditional learning, and online independent study: The effects on students’ mathematics achievement and cognitive engagement. Interactive Learning Environments, 28(4), 464-481. doi: 10.1080/10494820.2018.1541910
  • Matsumoto, T. (2016). Motivation strategy using gamification. Creative Education, 7, 1480-1485. doi: 10.4236/ce.2016.710153
  • Mert, Y., & Samur, Y. (2018). Students’ opinions toward game elements used in gamification application. Turkish Online Journal of Qualitative Inquiry (TOJQI), 9(2), 70-101. doi: 10.17569/tojqi.364130
  • Meşe, C. (2016). Harmanlanmış öğrenme ortamlarında oyunlaştırma bileşenlerinin etkililiği [Effectiveness of gamification elements in blended learning environments] [Unpublished doctoral dissertation]. Anadolu University, Institute of Education Sciences, Eskişehir.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis. London: Sage Publications.
  • Milli Eğitim Bakanlığı [Ministry of National Education] [MEB] (2018). Bilişim teknolojileri ve yazılım dersi öğretim programı (ortaokul 5 ve 6. sınıflar) [Information technologies and software [ITS] course curriculum (secondary school fifth and sixth grade)]. Ankara: MEB Yayınları.
  • Mohammed, D. A. (2018). Gamification in e-learning: The effect on student performance and perception at an Iraqi university [Unpublished master’s thesis]. Çankaya University, Institute of Science, Ankara.
  • Özer, H., Kanbul, S., & Ozdamli, F. (2018). Effects of the gamification supported flipped classroom model on the attitudes and opinions regarding game-coding education. International Journal of Emerging Technologies in Learning (iJET), 13(1), 109-123. doi: 10.3991/ijet.v13i01.7634
  • Öztürk, S., & Alper, A. (2019). The effect of flipped learning method on the students’ academic achievement, computer attitudes and self-directed learning skills in programming language teaching. Science, Education, Art and Technology Journal (SEAT Journal), 3(1), 13-26. Retrieved from https://dergipark.org.tr/tr/download/article-file/576132
  • Öztürk, Ç., & Korkmaz, Ö. (2020). The effect of gamification activities on students’ academic achievements in social studies course, attitudes towards the course and cooperative learning skills. Participatory Educational Research, 7(1), 1-15. doi: 10.17275/per.20.1.7.1
  • Parra-González, M. E., López-Belmonte, J., Segura-Robles, A., & Moreno-Guerrero, A. J. (2021). Gamification and flipped learning and their influence on aspects related to the teaching-learning process. Heliyon, 7(2), e06254. doi: 10.1016/j.heliyon.2021.e06254
  • Pierce, R., & Fox. J, (2012). Vodcasts and active-learning exercises in a “flipped classroom” model of a renal pharmacotherapy module. American Journal of Pharmaceutical Education, 76(10), 196. doi: 10.5688/ajpe7610196
  • Pozo Sánchez, S., López Belmonte, J., Fuentes Cabrera, A., & López Núñez, J. A. (2020). Gamification as a methodological complement to flipped learning-an incident factor in learning improvement. Multimodal Technologies and Interaction, 4(2), 12. doi: 10.3390/mti4020012
  • Sağlam, D. (2016). Ters-yüz sınıf modelinin İngilizce dersinde öğrencilerin akademik başarılarına ve tutumlarına etkisi [The effect of flipped classroom model on the academic achievements and attitudes of students in English language teaching] [Unpublished master’s thesis]. Bülent Ecevit University, Institute of Social Sciences, Zonguldak.
  • Sailer, M., & Sailer, M. (2021), Gamification of in‐class activities in flipped classroom lectures. British Journal of Educational Technology, 52(1), 75-90. doi: 10.1111/bjet.12948
  • Segura-Robles, A., Fuentes-Cabrera, A., Parra-González, M. E., & López-Belmonte, J. (2020). Effects on personal factors through flipped learning and gamification as combined methodologies in secondary education. Frontiers in Psychology, 11, 1103. doi: 10.3389/fpsyg.2020.01103
  • Serçemeli, M. (2016). A new approach proposal in accounting education: Flipped classroom. The Journal of Accounting and Finance, 69, 115-126. doi: 10.25095/mufad.396664
  • Sezgin, S., Bozkurt, A., Yılmaz, E. A., & Van der Linden, N. (2018). Gamification, education and theoretical approaches: Motivation, engagement and sustainability in learning processes. Mehmet Akif Ersoy University Journal of Education Faculty, 45, 169-189. doi: 10.21764/maeuefd.339909
  • Su, C. Y., & Chen, C. H. (2018). Investigating the effects of flipped learning, student question generation, and instant response technologies on students’ learning motivation, attitudes, and engagement: A structural equation modeling. EURASIA Journal of Mathematics, Science and Technology Education, 14(6), 2453-2466. doi: 10.29333/ejmste/89938
  • Şenel, A., & Gençoğlu, S. (2003). Technology education in a globalizing world. The Journal of the Industrial Arts Education Faculty of Gazi University, 11(12), 45-65. Retrieved from https://dergipark.org.tr/tr/download/article-file/296526
  • Thongmak, M. (2019). The student experience of student-centered learning methods: Comparing gamification and flipped classroom. Education for Information, 35, 1-28. doi: 10.3233/EFI-180189.
  • Turan, Z. (2015). Ters yüz sınıf yönteminin değerlendirilmesi ve akademik başarı, bilişsel yük ve motivasyona etkisinin incelenmesi [The evaluation of flipped classroom method and examination of its effects on academic achievement, cognitive load and motivation] (Doctoral dissertation). Atatürk University, Institute of Education Sciences, Erzurum.
  • Türkmen, G. P. (2017). Oyunlaştırma yöntemiyle öğrenmenin öğrencilerin matematik başarılarına ve derse yönelik tutumlarına etkisi [The effect of gamification methodology on students' achievements and attitudes towards mathematics] [Unpublished master’s thesis]. Erciyes University, Institute of Educational Sciences, Kayseri.
  • Yapıcı, Ü., & Karakoyun, F. (2017). Gamification in biology teaching: A sample of Kahoot application. Turkish Online Journal of Qualitative Inquiry (TOJQI), 8(4), 396-414. doi: 10.17569/tojqi.335956
  • Yavuz, M. (2016). Ortaöğretim düzeyinde ters yüz sınıf uygulamalarının akademik başarı üzerine etkisi ve öğrenci deneyimlerinin incelenmesi [An investigation into the effects of flipped classroom applications on the academic success and experiences of the students at secondary school] [Unpublished master’s thesis]. Atatürk University, Institute of Educational Sciences, Erzurum.
  • Yıldırım, A., & Şimşek H. (2006). Sosyal Bilimlerde Nitel Araştırma Yöntemleri [Qualitative research methods in the social sciences] (6th ed.). Ankara: Seçkin Yayıncılık.
  • Yıldırım, D. (2018). Oyunlaştırmanın 5. sınıf öğrencilerinin sosyal bilgiler dersi öğrenme başarıları üzerindeki etkisinin oyunlaştırılmış testlerle sınanması [Testing the effect of gamification on the success of year fifth grade students' social science course learning] [Unpublished master’s thesis]. Bahçeşehir University, Institute of Education Sciences, İstanbul.
  • Yıldırım, İ. (2016). Oyunlaştırma temelli “öğretim ilke ve yöntemleri” dersi öğretim programının geliştirilmesi, uygulanması ve değerlendirilmesi [Development, implementation and evaluation of a gamification based curriculum for the lesson of “teaching principles and methods”] [Unpublished doctoral dissertation]. Gaziantep University, Institute of Education Sciences, Gaziantep.
  • Yıldırım, İ. (2017). The effects of gamification-based teaching practices on student achievement and students’ attitudes toward lessons. The Internet and Higher Education, 33, 86-92. doi: 10.1016/j.iheduc.2017.02.002
  • Yıldırım, İ., & Demir, S. (2016). Students’ views about gamification based curriculum for the lesson of “teaching principles and methods”. International Journal of Curriculum and Instructional Studies (IJOCIS), 6(11). 86-100. Retrieved from http://www.ijocis.com/index.php/ijocis/article/view/170/134
  • Yin, R. (2003). Case study research, design and methods (3rd ed.). London: Sage Publications.
  • Werbach, K., & Hunter, D. (2012). For the win: How game thinking can revolutionize your business. Philadelphia: Wharton Digital Press.
  • Wu, W. V., Hsieh, J. S., & Yang, J. C. (2017). Creating an online learning community in a flipped classroom to enhance EFL learners’ oral proficiency. Educational Technology & Society, 20(2), 142-157. Retrieved from http://www.jstor.org/stable/90002170
  • Zainuddin, Z., Shujahat, M., Chu, S. K. W., Haruna, H., & Farida, R. (2019). The effects of gamified flipped instruction on learner performance and need satisfaction: A study in a low-tech setting. Information and Learning Sciences, 120(11/12), 789-802. doi: 10.1108/ILS-07-2019-0067
  • Zichermann, G., & Cunningham, C. (2011). Gamification by design: Implementing game mechanics in web and mobile apps (1st ed.). Sebastopol, California: O’Reilly Media.
  • Zou, D. (2020). Gamified flipped EFL classroom for primary education: Student and teacher perceptions. Journal of Computers in Education, 7(2), 213-228. doi: 10.1007/s40692-020-00153-w

Flipped Learning and Gamification in Information Technologies and Software Course

Year 2022, Volume: 9 Issue: 1, 62 - 77, 15.03.2022
https://doi.org/10.33200/ijcer.969959

Abstract

This study aims to find the effect of flipped learning and gamification methods on the success of the students in the Ethics and Security Unit, which is a unit of the fifth grade Information Technologies and Software Course compared to the traditional method. Also, it aims to decide the opinion of the students about the flipped learning and gamification methods. The study uses a mixed research design, included both quantitative and qualitative research methods. The study’s quantitative part is focused on the non-equivalent group pretest-posttest design, and the qualitative part is based on the case study design. The sample consists of 32 fifth grade students from a secondary school in a city in western Turkey. There are 16 students in the experimental group and 16 students in the control group. The ethics and security achievement test, which is developed by the researchers is used for collecting the quantitative data. The semi-structured interviews with students in the experimental group are performed for qualitative data. The descriptive statistics and two-way analysis of variance for mixed measures are used to analyze the quantitative data and the content analysis method is used to analyze the qualitative data. According to the results of the study, the students in the experimental group are more successful than the students in the control group. The students express positive opinions about the flipped learning and gamification methods in the interviews.

References

  • Alsancak Sırakaya, D. (2017). Student views on gamified flipped classroom model. Ondokuz Mayis University Journal of Faculty of Education, 36(1), 114-132. doi: 10.7822/omuefd.327393
  • Alpar, R. (2016). Spor, sağlık ve eğitim bilimlerinden örneklerle uygulamalı istatistik ve geçerlik-güvenirlik [Applied statistics and validity-reliability with examples from sports, health and educational sciences] (4th ed.). Ankara: Detay Yayıncılık.
  • Ar, N. A. (2016). Oyunlaştırmayla öğrenmenin meslek lisesi öğrencilerinin akademik başarı ve öğrenme stratejileri kullanımı üzerine etkisi [The effects of gamification on academic achievement and learning strategies usage of vocational high school students] [Unpublished master’s thesis]. Sakarya University, Institute of Education Sciences, Sakarya.
  • Aral, N., Gürsoy, F., & Köksal, A. (2001). Oyun [Game]. Ankara: Ya-Pa Yayınları.
  • Aydın, B. (2016). Ters yüz sınıf modelinin akademik başarı, ödev/görev stres düzeyi ve öğrenme transferi üzerindeki etkisi [The effects of flipped classroom model on academic achievement, homework/task stress level and transfer of learning] [Unpublished master’s thesis]. Süleyman Demirel University, Institute of Education Sciences, Isparta.
  • Bergmann, J., & Sams, A. (2012). How the flipped classroom is radically transforming learning. Retrieved from http://www.thedailyriff.com/articles/how-the-flipped-classroom-is-radically-transforming-learning-536.php
  • Boyraz, S. (2014). İngilizce öğretiminde tersine eğitim uygulamasının değerlendirilmesi [Evaluating flipped classroom/education method in English teaching] [Unpublished master’s thesis]. Afyon Kocatepe University, Institute of Social Sciences, Afyonkarahisar.
  • Büyüköztürk, Ş. (2017). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni SPSS uygulamaları ve yorum [Data analysis handbook for social sciences: Statistics, research design SPSS applications and interpretation] (23rd ed.). Ankara: Pegem Akademi.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2014). Bilimsel araştırma yöntemleri [Scientific research methods] (17th ed.). Ankara: Pegem Akademi.
  • Chen, Y., Wang, Y., Kinshuk ve Chen, N. S. (2014). Is FLIP enough? Or should we use the FLIPPED model instead? Computers and Education, 79, 16-27. doi: 10.1016/j.compedu.2014.07.004
  • Creswell, J., & Plano Clark, V. (2015). Karma yöntem araştırmaları tasarımı ve yürütülmesi [Designing and conducting mixed methods research] (Y. Dede, & S. B. Demir, Trans.). Ankara: Anı Yayıncılık. (Original work published 2011)
  • Çakır, E., & Yaman, S. (2018). The effect of flipped classroom model on students’ science success and computational thinking skills. Gazi University Journal of Gazi Educational Faculty (GUJGEF), 38(1), 75-99. Retrieved from http://www.gefad.gazi.edu.tr/en/download/article-file/462732
  • Demiralay, R. (2014). Evde ders okulda ödev modelinin benimsenmesi sürecinin yeniliğin yayılımı kuramı çerçevesinde incelenmesi [Examining the process of flipped classroom model acceptance in the context of diffusion of innovations theory] [Unpublished doctoral dissertation]. Gazi University, Institute of Education Sciences, Ankara.
  • Demiralay, R., & Karataş, S. (2014). Flipped classroom model. Journal of Research in Education and Teaching, 3(3), 333-340. Retrieved from http://jret.org/FileUpload/ks281142/File/31.demiralay.pdf
  • De-Marcos, L., Dominguez, A., Saenz-de-Navarrete, J., & Pages, C. (2014). An empirical study comparing gamification and social networking on e-learning. Computers & Education, 75(6), 82-91. doi: 10.1016/j.compedu.2014.01.012
  • 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). Tampere, Finland: ACM. doi: 10.1145/2181037.2181040
  • Dominguez, A., Saenz-de-Navarrete, J., De-Marcos, L., Fernandez-Sanz, L., Pages, C., & Martinez-Herraiz, J. J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63, 380-392. doi: 10.1016/j.compedu.2012.12.020
  • Filiz, O., & Kurt, A. A. (2015). Flipped learning: Misunderstandings and the truth. Journal of Educational Sciences Research, 5(1), 215-229. doi: 10.12973/jesr.2015.51.13
  • Fisher, R. L., LaFerriere, R., &Rixon, A. (2020). Flipped learning: An effective pedagogy with an Achilles’ heel. Innovations in Education and Teaching International, 57(5), 543-554. doi: 10.1080/14703297.2019.1635904
  • Fraenkel, J. R., & Wallen, N. E. (2012). How to design and evaluate research in education (8th ed.). McGraw-Hill.
  • Gençer, B. G. (2015). Okullarda ters-yüz sınıf modelinin uygulanmasına yönelik bir vaka çalışması [A case study towards the implementation of the flipped classroom model in the schools] [Unpublished master’s thesis]. Bahçeşehir University, Institute of Education Sciences, İstanbul.
  • Gómez-Carrasco, C. J, Monteagudo-Fernández, J., Moreno-Vera, J.R., & Sainz-Gómez, M. (2020). Evaluation of a gamification and flipped-classroom program used in teacher training: Perception of learning and outcome. PLOS ONE, 15(7), e0236083. doi: 10.1371/journal.pone.0236083
  • Güç, F. (2017). Rasyonel sayılar ve rasyonel sayılarda işlemler konusunda ters-yüz sınıf uygulamasının etkileri [The effect of the flipped classroom practice on the rational numbers and operations with rational numbers] [Unpublished master’s thesis]. Amasya University, Institute of Science, Amasya.
  • Gündüz, A. Y., & Akkoyunlu, B. (2020). Effectiveness of gamification in flipped learning. SAGE Open, October-December 2020, 1-16. doi: 10.1177/2158244020979837
  • Hanus, M. D., & Fox, J. (2018). Corrigendum to assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80(2015), 152-161. doi: 10.1016/j.compedu.2014.08.019
  • Hayırsever, F., & Orhan, A. (2018). A theoretical analysis of flipped learning. Mersin University Journal of the Faculty of Education, 14(2), 572-596. doi: 10.17860/mersinefd.431745
  • Huang, B., & Hew, K. F. (2018). Implementing a theory-driven gamification model in higher education flipped courses: Effects on out-of-class activity completion and quality of artifacts. Computers & Education, 125(2018) 254-272. doi: 10.1016/j.compedu.2018.06.018
  • Huang, B., Hew, K. F., & Lo, C. K. (2018). Investigating the effects of gamification-enhanced flipped learning on undergraduate students’ behavioral and cognitive engagement. Interactive Learning Environments, 27(8), 1106-1126. doi: 10.1080/10494820.2018.1495653
  • Hung, H. T. (2018). Gamifying the flipped classroom using game-based learning materials. ELT Journal, 72(3), 296-308. doi: 10.1093/elt/ccx055
  • Kara, C. O. (2016). Flipped Classroom. Tıp Eğitimi Dünyası, 45, 225-228. Retrieved from https://dergipark.org.tr/tr/download/article-file/222436
  • Karadeniz, A. (2015). Flipped classrooms. Journal of Research in Education and Teaching, 4(3), 322-326. Retrieved from http://www.jret.org/FileUpload/ks281142/File/35._abdulkadir_karadeniz.pdf
  • Karataş, E. (2014). Gamification in education: Research trends. Ahi Evran University Journal of Kırşehir Education Faculty (KEFAD/JKEF), 15(2), 315-333. Retrieved from https://dergipark.org.tr/en/download/article-file/1490007
  • Kim, J. T., & Lee, W. H. (2015). Dynamical model for gamification of learning (DMGL). Multimedia Tools and Applications, 74(19), 8483-8493. doi: 10.1007/s11042-013-1612-8
  • Kotluk, N., & Kocakaya S. (2015). Digital storytelling for developing 21st century skills: From high school students' point of view. Journal of Research in Education and Teaching, 4(2), 354-363. Retrieved from http://www.jret.org/FileUpload/ks281142/File/36.nihat_kotluk..pdf
  • Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. Journal of Economic Education, 31(1), 30-43. doi: 10.2307/1183338
  • Lai, K. H., & Foon, H. K. (2019). To assess a gamified 5E flipped learning platform’s effectiveness in promoting student learning and achievement in physics: A design-based research. In W. W. K. Ma, W. W. L. Chan & C. M. Cheng (eds), Shaping the future of education, communication and technology. Educational communications and technology yearbook. Singapore: Springer. doi: 10.1007/978-981-13-6681-9_7
  • Lee, J. J., & Hammer, J. (2011). Gamification in education: What, how, why bother? Academic Exchange Quarterly, 15(2), 146. Retrieved from https://www.researchgate.net/publication/258697764_Gamification_in_Education_What_How_Why_Bother
  • Li, C., Dong, Z., Untch, R. H., & Chasteen, M. (2013). Engaging computer science students through gamification in an online social network based collaborative learning environment. International Journal of Information and Education Technology, 3(1), 72-77. doi: 10.7763/IJIET.2013.V3.237
  • Lister, M. (2015). Gamification: The effect on student motivation and performance at the post-secondary level. Issues and Trends in Educational Technology, 3(2). doi: 10.2458/azu_itet_v3i2_Lister
  • Lo, C. K., & Hew, K. F. (2020). A comparison of flipped learning with gamification, traditional learning, and online independent study: The effects on students’ mathematics achievement and cognitive engagement. Interactive Learning Environments, 28(4), 464-481. doi: 10.1080/10494820.2018.1541910
  • Matsumoto, T. (2016). Motivation strategy using gamification. Creative Education, 7, 1480-1485. doi: 10.4236/ce.2016.710153
  • Mert, Y., & Samur, Y. (2018). Students’ opinions toward game elements used in gamification application. Turkish Online Journal of Qualitative Inquiry (TOJQI), 9(2), 70-101. doi: 10.17569/tojqi.364130
  • Meşe, C. (2016). Harmanlanmış öğrenme ortamlarında oyunlaştırma bileşenlerinin etkililiği [Effectiveness of gamification elements in blended learning environments] [Unpublished doctoral dissertation]. Anadolu University, Institute of Education Sciences, Eskişehir.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis. London: Sage Publications.
  • Milli Eğitim Bakanlığı [Ministry of National Education] [MEB] (2018). Bilişim teknolojileri ve yazılım dersi öğretim programı (ortaokul 5 ve 6. sınıflar) [Information technologies and software [ITS] course curriculum (secondary school fifth and sixth grade)]. Ankara: MEB Yayınları.
  • Mohammed, D. A. (2018). Gamification in e-learning: The effect on student performance and perception at an Iraqi university [Unpublished master’s thesis]. Çankaya University, Institute of Science, Ankara.
  • Özer, H., Kanbul, S., & Ozdamli, F. (2018). Effects of the gamification supported flipped classroom model on the attitudes and opinions regarding game-coding education. International Journal of Emerging Technologies in Learning (iJET), 13(1), 109-123. doi: 10.3991/ijet.v13i01.7634
  • Öztürk, S., & Alper, A. (2019). The effect of flipped learning method on the students’ academic achievement, computer attitudes and self-directed learning skills in programming language teaching. Science, Education, Art and Technology Journal (SEAT Journal), 3(1), 13-26. Retrieved from https://dergipark.org.tr/tr/download/article-file/576132
  • Öztürk, Ç., & Korkmaz, Ö. (2020). The effect of gamification activities on students’ academic achievements in social studies course, attitudes towards the course and cooperative learning skills. Participatory Educational Research, 7(1), 1-15. doi: 10.17275/per.20.1.7.1
  • Parra-González, M. E., López-Belmonte, J., Segura-Robles, A., & Moreno-Guerrero, A. J. (2021). Gamification and flipped learning and their influence on aspects related to the teaching-learning process. Heliyon, 7(2), e06254. doi: 10.1016/j.heliyon.2021.e06254
  • Pierce, R., & Fox. J, (2012). Vodcasts and active-learning exercises in a “flipped classroom” model of a renal pharmacotherapy module. American Journal of Pharmaceutical Education, 76(10), 196. doi: 10.5688/ajpe7610196
  • Pozo Sánchez, S., López Belmonte, J., Fuentes Cabrera, A., & López Núñez, J. A. (2020). Gamification as a methodological complement to flipped learning-an incident factor in learning improvement. Multimodal Technologies and Interaction, 4(2), 12. doi: 10.3390/mti4020012
  • Sağlam, D. (2016). Ters-yüz sınıf modelinin İngilizce dersinde öğrencilerin akademik başarılarına ve tutumlarına etkisi [The effect of flipped classroom model on the academic achievements and attitudes of students in English language teaching] [Unpublished master’s thesis]. Bülent Ecevit University, Institute of Social Sciences, Zonguldak.
  • Sailer, M., & Sailer, M. (2021), Gamification of in‐class activities in flipped classroom lectures. British Journal of Educational Technology, 52(1), 75-90. doi: 10.1111/bjet.12948
  • Segura-Robles, A., Fuentes-Cabrera, A., Parra-González, M. E., & López-Belmonte, J. (2020). Effects on personal factors through flipped learning and gamification as combined methodologies in secondary education. Frontiers in Psychology, 11, 1103. doi: 10.3389/fpsyg.2020.01103
  • Serçemeli, M. (2016). A new approach proposal in accounting education: Flipped classroom. The Journal of Accounting and Finance, 69, 115-126. doi: 10.25095/mufad.396664
  • Sezgin, S., Bozkurt, A., Yılmaz, E. A., & Van der Linden, N. (2018). Gamification, education and theoretical approaches: Motivation, engagement and sustainability in learning processes. Mehmet Akif Ersoy University Journal of Education Faculty, 45, 169-189. doi: 10.21764/maeuefd.339909
  • Su, C. Y., & Chen, C. H. (2018). Investigating the effects of flipped learning, student question generation, and instant response technologies on students’ learning motivation, attitudes, and engagement: A structural equation modeling. EURASIA Journal of Mathematics, Science and Technology Education, 14(6), 2453-2466. doi: 10.29333/ejmste/89938
  • Şenel, A., & Gençoğlu, S. (2003). Technology education in a globalizing world. The Journal of the Industrial Arts Education Faculty of Gazi University, 11(12), 45-65. Retrieved from https://dergipark.org.tr/tr/download/article-file/296526
  • Thongmak, M. (2019). The student experience of student-centered learning methods: Comparing gamification and flipped classroom. Education for Information, 35, 1-28. doi: 10.3233/EFI-180189.
  • Turan, Z. (2015). Ters yüz sınıf yönteminin değerlendirilmesi ve akademik başarı, bilişsel yük ve motivasyona etkisinin incelenmesi [The evaluation of flipped classroom method and examination of its effects on academic achievement, cognitive load and motivation] (Doctoral dissertation). Atatürk University, Institute of Education Sciences, Erzurum.
  • Türkmen, G. P. (2017). Oyunlaştırma yöntemiyle öğrenmenin öğrencilerin matematik başarılarına ve derse yönelik tutumlarına etkisi [The effect of gamification methodology on students' achievements and attitudes towards mathematics] [Unpublished master’s thesis]. Erciyes University, Institute of Educational Sciences, Kayseri.
  • Yapıcı, Ü., & Karakoyun, F. (2017). Gamification in biology teaching: A sample of Kahoot application. Turkish Online Journal of Qualitative Inquiry (TOJQI), 8(4), 396-414. doi: 10.17569/tojqi.335956
  • Yavuz, M. (2016). Ortaöğretim düzeyinde ters yüz sınıf uygulamalarının akademik başarı üzerine etkisi ve öğrenci deneyimlerinin incelenmesi [An investigation into the effects of flipped classroom applications on the academic success and experiences of the students at secondary school] [Unpublished master’s thesis]. Atatürk University, Institute of Educational Sciences, Erzurum.
  • Yıldırım, A., & Şimşek H. (2006). Sosyal Bilimlerde Nitel Araştırma Yöntemleri [Qualitative research methods in the social sciences] (6th ed.). Ankara: Seçkin Yayıncılık.
  • Yıldırım, D. (2018). Oyunlaştırmanın 5. sınıf öğrencilerinin sosyal bilgiler dersi öğrenme başarıları üzerindeki etkisinin oyunlaştırılmış testlerle sınanması [Testing the effect of gamification on the success of year fifth grade students' social science course learning] [Unpublished master’s thesis]. Bahçeşehir University, Institute of Education Sciences, İstanbul.
  • Yıldırım, İ. (2016). Oyunlaştırma temelli “öğretim ilke ve yöntemleri” dersi öğretim programının geliştirilmesi, uygulanması ve değerlendirilmesi [Development, implementation and evaluation of a gamification based curriculum for the lesson of “teaching principles and methods”] [Unpublished doctoral dissertation]. Gaziantep University, Institute of Education Sciences, Gaziantep.
  • Yıldırım, İ. (2017). The effects of gamification-based teaching practices on student achievement and students’ attitudes toward lessons. The Internet and Higher Education, 33, 86-92. doi: 10.1016/j.iheduc.2017.02.002
  • Yıldırım, İ., & Demir, S. (2016). Students’ views about gamification based curriculum for the lesson of “teaching principles and methods”. International Journal of Curriculum and Instructional Studies (IJOCIS), 6(11). 86-100. Retrieved from http://www.ijocis.com/index.php/ijocis/article/view/170/134
  • Yin, R. (2003). Case study research, design and methods (3rd ed.). London: Sage Publications.
  • Werbach, K., & Hunter, D. (2012). For the win: How game thinking can revolutionize your business. Philadelphia: Wharton Digital Press.
  • Wu, W. V., Hsieh, J. S., & Yang, J. C. (2017). Creating an online learning community in a flipped classroom to enhance EFL learners’ oral proficiency. Educational Technology & Society, 20(2), 142-157. Retrieved from http://www.jstor.org/stable/90002170
  • Zainuddin, Z., Shujahat, M., Chu, S. K. W., Haruna, H., & Farida, R. (2019). The effects of gamified flipped instruction on learner performance and need satisfaction: A study in a low-tech setting. Information and Learning Sciences, 120(11/12), 789-802. doi: 10.1108/ILS-07-2019-0067
  • Zichermann, G., & Cunningham, C. (2011). Gamification by design: Implementing game mechanics in web and mobile apps (1st ed.). Sebastopol, California: O’Reilly Media.
  • Zou, D. (2020). Gamified flipped EFL classroom for primary education: Student and teacher perceptions. Journal of Computers in Education, 7(2), 213-228. doi: 10.1007/s40692-020-00153-w
There are 75 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Gülseren Tarhan This is me 0000-0002-2493-6757

Gülcan Öztürk 0000-0003-4399-1329

Publication Date March 15, 2022
Published in Issue Year 2022 Volume: 9 Issue: 1

Cite

APA Tarhan, G., & Öztürk, G. (2022). Flipped Learning and Gamification in Information Technologies and Software Course. International Journal of Contemporary Educational Research, 9(1), 62-77. https://doi.org/10.33200/ijcer.969959

133171332113318  2351823524 13319 13327 13323  13322


13325

Bu eser Creative Commons Atıf-GayriTicari-Türetilemez 4.0 Uluslararası Lisansı ile lisanslanmıştır.

IJCER (International Journal of Contemporary Educational Research) ISSN: 2148-3868