The Views and Adoption Levels of Primary School Teachers on Gamification, Problems and Possible Solutions

Year 2020, Volume: 7 Issue: 3, 265 - 279, 01.12.2020

Hüseyin Yaşar Mübin Kıyıcı Abuzer Karatas

https://doi.org/10.17275/per.20.46.7.3

Cited By: 2

Abstract

In this research, it is aimed to determine the ideas of primary school teachers about the concept of gamification, the elements of gamification they use, the criteria they take into consideration while using the elements of gamification, the reasons for using them in gamification, the problems they face when using gamification and solutions to these problems. Phenomenology design, a qualitative research design is referred to in the research. The participants of the research consist of twelve primary school teachers who work at different schools and who teach different grades. In this research, semi-structured interview form, which was prepared by the researchers as a data collecting tool was used. The data acquired from the interviews done with the participants, was analyzed through content analysis. According to the results of the research, it was determined that majority of the primary school teachers perceive the concept of gamification as an educational game. Badges and leader boards were determined as the mostly used elements of gamification by primary school teachers. It was observed that the foremost criteria that primary school teachers consider while using the elements of gamification were reading books, starting reading at the first grade and success level in the lessons. Improving the success of the students and increasing their motivation in lessons were determined as the reason for using gamification elements. The foremost problem that primary school teachers face while the using gamification elements is the over-competitive behavior occurring amongst the students. As the second, the problem of regression in the students whose levels are low is stated. As for solving the problems faced, using the gamification elements taking into consideration some other actions- not success in lessons- is determined to be the most effective solution.

Keywords

gamification, elements of gamification, usage of gamification, primary school teachers

References

• Arkün Kocadere, S., & Samur, Y. (2016). From Game to Gamification In A. İşman, H. F. Odabaşı, & B. Akkoyunlu (Eds.), Educational Technology Readings 2016 (pp. 397–415). Ankara: Salmat Publising.
• Boyce, A., & Barnes, T. (2010). BeadLoom Game: Using Game Elements to Increase Motivation and Learning. Proceedings of the Fifth International Conference on the Foundations of Digital Games - FDG ’10, 25–31. https://doi.org/10.1145/1822348.1822352
• Braghirolli, L. F., Ribeiro, J. L. D., Weise, A. D., & Pizzolato, M. (2016). Benefits of educational games as an introductory activity in industrial engineering education. Computers in Human Behavior, 58, 315–324. https://doi.org/10.1016/j.chb.2015.12.063
• Chen, C. H., & Chiu, C. H. (2016). Employing intergroup competition in multitouch design-based learning to foster student engagement, learning achievement, and creativity. Computers and Education, 103, 99–113. https://doi.org/10.1016/j.compedu.2016.09.007
• Christensen, L. B., Johnson, R. B., & Turner, L. A. (2015). Research Methodology: Design and Analysis. Ankara: Anı Publising.
• Coşkun, H., Akarsu, B., & Kariper, İ. A. (2012). The Effects of Educational Games based on Science Stories on Students’ Academic Achievements in Science and Technology Classroom. Journal of Ahi Evran University Kırşehir Faculty of Education, 13(1), 93–109.
• Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness. Proceedings of the 15th International Academic MindTrek Conference on Envisioning Future Media Environments - MindTrek ’11. https://doi.org/10.1145/2181037.2181040
• Dickey, M. D. (2011). Murder on Grimm Isle: The impact of game narrative design in an educational game-based learning environment. British Journal of Educational Technology, 42(3), 456–469. https://doi.org/10.1111/j.1467-8535.2009.01032.x
• Domínguez, A., Saenz-De-Navarrete, J., De-Marcos, L., Fernández-Sanz, L., Pagés, C., & Martínez-Herráiz, J. J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers and Education, 63, 380–392. https://doi.org/10.1016/j.compedu.2012.12.020
• Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? - A literature review of empirical studies on gamification. Proceedings of the Annual Hawaii International Conference on System Sciences, 3025–3034. https://doi.org/10.1109/HICSS.2014.377
• Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers and Education, 80, 152–161. https://doi.org/10.1016/j.compedu.2014.08.019
• Ibrahim, R., & Jaafar, A. (2011). User acceptance of educational games: A revised unified theory of acceptance and use of technology (UTAUT). World Academy of Science, Engineering and Technology, 77(5), 551–557.
• Kapp, K. M. (2012). The gamification of learning and instruction: game-based methods and strategies for training and education. John Wiley & Sons.
• Karataş, E. (2014). Gamification in Education: Research Trends. Journal of Ahi Evran University Kırşehir Faculty of Education, 15(2), 315–333.
• Ke, F. (2008). Computer games application within alternative classroom goal structures: cognitive, metacognitive, and affective evaluation. 539–556. https://doi.org/10.1007/s11423-008-9086-5
• Kebritchi, M., Hirumi, A., & Bai, H. (2010). The effects of modern mathematics computer games on mathematics achievement and class motivation. Computers and Education, 55(2), 427–443. https://doi.org/10.1016/j.compedu.2010.02.007
• Kuzu, A., & Çankaya, S. (2010). Transformations in the Game. In F. Odabaşı (Ed.), Transformations in the Light of Information and Communication Technologies. Nobel Publishing.
• Lee, L. C., & Hao, K. C. (2015). Designing and evaluating digital game-based learning with the arcs motivation model, humor, and animation. International Journal of Technology and Human Interaction. https://doi.org/10.4018/ijthi.2015040105
• Marczewski, A. (2015). Even Ninja Monkeys Like to Play: Gamification, Game Thinking and Motivational Design. CreateSpace Independent Publishing Platform.
• McGonigal, J. (2011). Reality Is Broken (1st ed.). Newyork: The Penguin Press.
• Najdi, S., & Sheikh, R. El. (2012). Educational Games: Do They Make a Difference? Procedia - Social and Behavioral Sciences, 47, 48–51. https://doi.org/10.1016/j.sbspro.2012.06.612
• Noemí, P.-M., & Máximo, S. H. (2014). Educational games for learning. Universal Journal of Educational Research, 2(3), 230–238. https://doi.org/10.13189/ujer.2014.020305
• Özgür, H., Çuhadar, C., & Akgün, F. (2018). Current Trends in Gamification Research in Education. Kastamonu University Kastamonu Education Journal, 26(5), 1–9. https://doi.org/10.24106/kefdergi.380982
• Sezgin, S., Bozkurt, A., Yılmaz, E. A., & Linden, N. van der. (2018). Gamification, Education And Theoretical Approaches: Motivation, Engagement And Sustainability In Learning Processes. Mehmet Akif Ersoy University Journal of Education Faculty, (45), 169–189. https://doi.org/10.21764/ maeuefd.339909
• Wang, L. C., & Chen, M. P. (2012). Effects of the sequence of game-play and game-design on novices’ motivation, flow, and performance. Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 7220 LNCS, 46–55. https://doi.org/10.1007/978-3-642-31439-1_5
• Werbach, K., & Hunter, D. (2012). For the win: how game thinking can revolutionize your business. Philadelphia: Wharton Digital Press.
• Yıldırım, A., & Şimşek, H. (2011). Qualitative research methods in the social sciences (8th ed.). Ankara: Seçkin Publishing
• Yılmaz, E. A. (2015). Gamification (1st ed.). Abaküs Publishing
• Zichermann, G., & Cunningham, C. (2011). Gamification by design: Implementing game mechanics in web and mobile apps. Sebastopol: O’Reilly Media Inc.