Dijital Bir Oyunun Hareketli Hale Dönüştürülmesi: Öğrencilerin Uyarlanmış Hareketli Versiyona Verdiği Tepkilerin İncelenmesi

Year 2016, Volume: 6 Issue: 1 - Volume: 6 Issue: 1, 113 - 132, 14.07.2016

Mehmet İnan Fatih Dervent

Abstract

Bu çalışmanın amacı Angry Birds™ isimli oyunun dijital ve uyarlanmış aktif versiyonuna verilen tepkiler arasındaki farkların belirlenmesidir. Özel ya da devlet ortaokullarında öğrenim gören 26 öğrenci araştırmaya gönüllü olarak katılmıştır. Veriler 2012-2013 eğitim ve öğretim yılında 3 sorudan oluşan yarı yapılandırılmış görüşme formu kullanılarak toplanmıştır. Veriler içerik analizi yöntemi ile analiz edilmiş ve böylece 6 kategori altında 31 kod elde edilmiştir. Öğrencilerin yanıtlarına göre en fazla atıf alan kategori eğlence olmuş ve daha çok aktif oyunla ilişkilendirilmiştir. Öğrenciler aktif oyunu daha zorlu bulsalar da olumsuz duyguların aktif versiyonda kontrol edilebilir olduğunu belirtmişlerdir. Bu çalışmadan elde edilen verilerin oyun temelli eğitim programlarının hazırlanmasına katkı sağlayabileceği düşünülmektedir.

Keywords

Dijital oyunlar, Uyarlanmış hareketli oyunlar, Eğlence.

Making A Digital Game Active: Examining The Responses of Students to the Adapted Active Version

Abstract

The purpose of this study was to examine the differences between the responses to the digital and the active version of Angry Birds™. Participants of this study were comprised of 26 secondary school students who enrolled in a state or a private school. The data for the study were collected during the 2012-2013 school years by using a three question semi-structured interview. The responses to the interviews were analyzed with the qualitative method of content analysis. 6 categories and 31 codes were emerged from the responses of the students. According to responses of the students, entertainment was the most cited category and mostly referred to active games. Negative emotions were controllable in the active game play even students found it more challenging. This study has implications to design game based educational programs.

Keywords

Digital games, Adapted active games, Entertainment.

References

• And, M. (2003). Oyun ve bügü. İstanbul: Yapı Kredi Yayınları.
• Aydemir, B. (2011). Dokunmatik ekran kullanımının öğrencilerin bilgisayar kullanımına ve eğitsel bilgisayar oyunlarına yönelik tutumlarına etkisinin araştırılması. Unpublished master’s thesis, Ege Üniversitesi.
• Badegruber, B. (2006). 101 more life skills games for children. Berkeley, CA: Publishers Group West.
• Bernstein, E., Phillips, S. R., & Silverman, S. (2011). Attitudes and perceptions of middle school students toward competitive activities in physical education. Journal of Teaching in Physical Education, 30, 69- 83.
• Bork C.J. & King K. (1998) Electronic collaborators: Learner-centered technologies for literacy apprenticeship and discourse. C.J. Bork & K. King (Eds.) Computer conferencing and collaborative writing tool: Starting a dialogue about student dialogue(pp.3-23). Mahwah, NJ: Lawrence Erlbaum.
• Bracey, G.W. (1992) The bright facture of integrated learning system. Educational Technology, 32, 60-62.
• Burgos, D., Tattersall, C.,& Koper, R. (2007). Re-purposing existing generic games and simulations for e- learning. Computers in Human Behavior, 23, 2656–2667.
• Chou, C., & Tsai, M. J. (2007). Gender differences in Taiwan high school students’ computer game playing. Computers in Human Behavior, 23(1), 812-824.
• Christison, A. & Khan, H.A. (2012). Exergaming for health a community-based pediatric weight management program using active video gaming. Clinical Pediatrics, 4(51), 382-388.
• Colwell, J. (2007). Needs met through computer game play among adolescents. Personality and Individual Differences, 43, 2072–2082.
• Cothran, D.J., & Ennis, C.D. (1998). Curricula of mutual worth: Comparisons of studentsʼ and teachersʼ curricular goals. Journal of Teaching in Physical Education, 17, 307-327.
• De Grove, F., Bourgonjon, J., &Van Looy, J. (2012). Digital games in the classroom? A contextual approach to teachers’ adoption intention of digital games in formal education. Computers in Human Behavior, 28, 2023–2033
• Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
• Di Tore, P.A. & Raiola, G. (2012). Exergames in motor skill learning. Journal of Physical Education and Sport, 12(3), 358-361.
• Dienstmann, R. (2008). Games for motor learning. Champaign, IL: Human Kinetics.
• Ferdinand, M. (2008) Exergames: Video games that keep players fit. National PTA. Retrieved July 10, 2014 from https://www.pta.org/files/Documents/OC-Exergames.doc
• Gee, J. P. (2003). What video games have to teach us about learning and literacy. New York: Palgrave MacMillian.
• Gerling, K. M., Miller, M., Mandryk, R. L., Birk, M., & Smeddinck, J. (2014). Effects of Balancing for Physical Abilities on Player Performance, Experience and Self-Esteem in Exergames. In CHI'14: Proceedings of the 2014 CHI Conference on Human Factors in Computing Systems.
• Griffiths, M. (1999). Violent video games and aggression: A review of the literature. Aggression and Violent Behavior, 4(2), 203-212.
• Hamlen, K. R. (2010). Re-examining gender differences in video game play: Time spent and feelings of success. Journal of Educational Computing Research, 43(3), 293-308.
• Hansen, M. B. N. (2006). Bodies in code: Interfaces with digital media. New York: Routledge.
• Hong, J-C., Cheng, C-L., Hwang, M-Y., Lee, C-K.,& Chang, H-Y. (2009). Assessing the educational values of digital games. Journal of Computer Assisted Learning, 25, 423–437.
• Höysniemi, J. (2006). Design and evaluation of physically interactive games. Unpublished doctoral thesis, University of Tampere.
• Huizinga, J. (1961). Homo ludens. vom ursprung der kultur im spiel. München: Rowohlt Verlag.
• Inal, Y., & Cagıltay, K. (2007). Flow experiences of children in an interaction social game environment. British Journal of Educational Technology, 38(3), 455-464.
• İnan, M., Dervent, F., Özden, B., & Arslantaş, B. (2015). Examining the differences between the responses of the students to a digital game and its active version according to their mathematics grades. World Journal of Education, 5(5), 71-76.
• Kale, R. (2003). Okul öncesi dönemde beden eğitimi ve oyun öğretimi. Ankara: Nobel Yayın Dağıtım.
• Karakus, T., Inal, Y.,& Cagiltay, K. (2008). A descriptive study of Turkish high school students’ game- playing characteristics and their considerations concerning the effects of games. Computers in Human Behavior, 24(6), 2520-2529.
• Kiili, K. (2005). Digital game-based learning: Toward an experiential gaming model. Internet and Higher Education, 8, 13-24.
• Klimmt, C., Hartman, T., & Frey, A. (2007). Effectance and control as determinants of video game enjoyment. Cyberpsychology and Behaviour, 10(6), 845–847.
• Kohl, H., Craig, C., Lambert, E., Inove, S., Alkandari, J., Leetongin, G.,& Kahlmeier, S. (2012). The pandemic of physical inactivity; global action for public health. The Lanecet, 380, 294-305.
• Koo, G. & Seider, S. (2010). Ethics and game design: Teaching values through play. Karen, S., David G. (Edt). Video games for pro-social learning (pp.16-33). Hershey, NY: Information Science Reference.
• Lainema, T. & Saarinen, E. (2010). Design and implementation of educational games: Theoretical and practical perspectives. Pavel Z., Diane W. (Eds). Explaining the educational power of games (pp.17- 31). Hershey, NY: Information Science Reference.
• Lee, D., & LaRose, R. (2007). A socio-cognitive model of video game usage. Journal of Broadcasting & Electronic Media, 51(4), 632–650.
• Lenhart, A. (2008). Teens, video games, and civics. Washington, DC: Pew Internet & American Life Project. media/Files/Reports/2008/PIP_Teens_Games_and_Civics_Report_FINAL.pdf October 12, 2013 from
• http://www.pewinternet.org/files/old
• Lieberman, D. A. (2006). What can we learn from playing interactive games? P. Vorderer, J. Bryant (Edt.). Playing video games: Motives, responses, and consequences (379–397). Mahwah, NJ: Lawrence Erlbaum.
• Malta, S. (2010). İlköğretimde kullanılan eğitsel bilgisayar oyunlarının öğrencilerin akademik başarılarına etkisi. Unpublished master’s thesis, Sakarya Üniversitesi.
• Marshall, C. & Rossman, G.B. (1999). Designing qualitative research. London: Sage Publications.
• Merriam, S. B. (1998). Qualitative research and case study applications in education: Revised and expanded from case study research in education. San Francisco: Jossey-Bass Publishers.
• Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis. CA: Sage Publications.
• Nippold, M., Duthie, J., & Larson, J. (2005). Literacy as a leisure activity: Free-time preferences of older children and young adolescents. Language, Speech and Hearing Services in Schools, 36(2), 93–102.
• Nutku, Ö. (1998). Oyun, çocuk ve tiyatro. İstanbul: Özgür Yayınları.
• Oblinger, D. (2004). The next generation of educational engagement. Journal of Interactive Media in Education, 8, 1–18.
• Olson, C. K. (2010). Children's motivations for video game play in the context of normal development. Review of General Psychology, 14(2), 180-188.
• Önder, A. (1999). Yaşayarak öğrenme için eğitici drama. İstanbul: Epsilon Yayıncılık.
• Peng, W., Lin, J. H., & Crouse, J. (2011). Is playing exergames really exercising? A meta-analysis of energy expenditure in active video games. Cyberpsychology, Behavior, and Social Networking, 14(11), 681- 688.
• Phan, M. H., Jardina, J. R., Hoyle, S., & Chaparro, B. S. (2012). Examining the role of gender in video game usage, preference, and behavior. In Proceedings of the Human Factors and Ergonomics Society Annual Meeting, 56(1), 1496-1500.
• Prensky, M. (2001). Types of learning and possible game styles, digital game-based learning. USA: McGraw-Hill.
• Prot, S., McDonald, K.A., Anderson, C.,& Gentile, D.A. (2012). Video Games: Good, Bad, or Other. Pediatric Clinics of North America, 59(3), 647–658.
• Quaiser-Pohl, C., Geiser, C., & Lehmann, W. (2006). The relationship between computer-game preference, gender, and mental-rotation ability. Personality and Individual Differences, 40(3), 609- 619.
• Robertson J. & Howells C. (2008). Computer game design: Opportunities for successful learning. Computers & Education, 50, 559–578.
• Ruben, B. R. (1999). Simulations, games and experience-based learning: The quest for a new paradigm for teaching and learning. Simulation & Gaming, 30(4), 498–505.
• Ryan, R. M., Rigby, C. S., & Przybylski, A. (2006). The motivational pull of video games: A self- determination theory approach. Motivation and Emotion, 30(4), 344-360.
• Saltzman M. (1999) Game Design: Secrets of the Sages. Indianapolis: Brady.
• Schiller, F. (1954). On the aesthetic education of man. New Haven: Yale University Press.
• Staiano, A.E. & Calvert, S.L. (2011). Exergames for physical education courses: Physical, Social, and cognitive benefits. Child Development Perspectives, 5(2), 93-98.
• Tuzun, H., Yilmaz-Soylu, M., Karakus, T., Inal, Y.,& Kizilkaya, G. (2009). The effects of computer games on primary school students’ achievement and motivation in geography learning. Computers & Education, 52, 68–77.
• Unnithan, V. B., Houser, W., & Fernhall, B. (2006). Evaluation of the energy cost of playing a dance simulation video game in overweight and non-overweight children and adolescents. International Journal of Sports Medicine, 27, 804–809.
• Vorderer, P., Klimmt, C., & Ritterfeld, U. (2004). Enjoyment: At the heart of media entertainment. Communication Theory, 4, 388–408.
• Whitehead, A., Johnston, H., Nixon, N., & Welch, J. (2010). Exergame effectiveness: what the numbers can tell us. Proceedings of the 5th ACM SIGGRAPH Symposium on Video Games (pp. 55-62).
• WHO (2014). Physical inactivity: A global public health problem. Retrieved April 16, 2014 from http://www.who.int/dietphysicalactivity/factsheet_inactivity/en/
• Wolff, R. (2000). Coaching kids for dummies. USA: IDG Books Worldwide.
• Yıldırım, A. &Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.