Review Article
PDF Zotero Mendeley EndNote BibTex Cite

Year 2021, Volume 8, Issue 2, 74 - 93, 01.04.2021
https://doi.org/10.17275/per.21.30.8.2

Abstract

References

  • Akpınar, Y., & Altun, A. (2014). Bilgi toplumu okullarında programlama eğitimi gereksinimi. Elementary Education Online, 13(1).
  • Alan, D. (2017). Digital Game-Based Learning Approach to Teach Software Development. (Doctoral dissertation, Selcuk University Institute of Science).
  • Armknecht, M. P. (2015). Case study on the efficacy of an elementary STEAM laboratory school (Doctoral dissertation, Lindenwood University).
  • Beatty, K. (2010). Teaching and Researching Computer-Assisted Language Learning. London: Pearson Education Limited.
  • Baş, G. (2012). Attitude Scale for Elementary English Course: Validity and Reliability Study. International Online Journal of Educational Sciences, 4(2).
  • Chen, C. H., Liu, J. H., &Shou, W. C. (2018). How competition in a game-based science learning environment influences students' learning achievement, flow experience, and learning behavioral patterns. Journal of Educational Technology & Society, 21(2), 164-176.
  • Committee On STEM Education. (2018). Charting A Course For Success: America's Strategy For STEM Education. Washington: National Science & Technology Council.
  • Courville, K. (2011). Technology and Its Use in Education: Present Roles and Future Prospects. Online Submission.
  • Creswell, J. W. (2015). A concise introduction to mixed methods research. SAGE publications.
  • Davies, R. S. (2011). Understanding technology literacy: A framework for evaluating educational technology integration. TechTrends, 55(5), 45.
  • Dinçer, S., &Doğanay, A. (2016).Bilgisayar Destekli Öğretimi Değerlendirme Ölçeği Uyarlama Çalışması. Journal of OndokuzMayıs University Faculty of Education, 35(1), 45-62.
  • Glushkova, T. (2016).Application of block programming and game-based learning to enhance interest in computer science. Journal of Innovations and Sustainability, 2(1), 21-32.
  • Gülbahar, Y., Avcı, Ü.,&Kalaycı, E. (2012). Learning by Doing: An Example Application of “Goal-Based Scenario” Approach. Education and Science, 37(165).
  • Gündoğdu, M. M., &Korucu, A. T. (2018).The Effects of Collaborative Learning Developed with Blog Technology on Reflecting Thinking Skills Towards Problem Solving and Motivation Levels and on Academic Success of Secondary School Students. Anadolu University Faculty of Education Journal, 2(3), 196-226.
  • Günkör, C. (2017). Exploration of the Relationship Between Education and Development, 3(1), 14-32.
  • Greene, J. C., Kreider, H., & Mayer, E. (2005). Combining qualitative and quantitative methods in social inquiry. Research methods in the social sciences, 1, 275-282.
  • Huizenga, J., Admiraal, W., Ten Dam, G., &Voogt, J. (2019). Mobile game-based learning in secondary education: Students’ immersion, game activities, team performance and learning outcomes. Computers in Human Behavior, 99, 137-143.
  • Hussein, M. H., Ow, S. H., Cheong, L. S., Thong, M. K., & Ebrahim, N. A. (2019). Effects of digital game-based learning on elementary science learning: A systematic review. IEEE Access, 7, 62465-62478.
  • Jennett, C., Papadopoulou, S., Himmelstein, J., Vaugoux, A., Roger, V., & Cox, A. L. (2017). Case Study 3: Students' Experiences of Interdisciplinary Learning while Building Scientific Video Games. International Journal of Game-Based Learning (IJGBL), 7(3), 93-97.
  • Miles, M. B., &Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. sage.
  • OECD. (2018). Education Policy in Japan: Building Bridges towards 2030, Reviews of National Policies for Education.
  • Özmutlu, M. (2018). Designing A Digital Game Design Platform For Children (Unpublished Master Thesis).
  • Prensky, M. (2003).Digital game-based learning. Computers in Entertainment (CIE), 1(1), 21-21.
  • Scholz, K. (2016). Online Digital Game-Based Language Learning Environments: Opportunities for Second Language Development.
  • Subrahmanyam, K., &Renukarya, B. (2015). Digital games and learning: Identifying pathways of influence. Educational psychologist, 50(4), 335-348.
  • Taşdemir, Ş., & Şüyun, S. B. (2016).Computer Game Design and an Approach Intended to Gain Educationality to The Computer Game Design. Selçuk-Technical Journal, 15(2), 113-124.
  • Tokac, U., Novak, E., & Thompson, C. G. (2019). Effects of game‐based learning on students' mathematics achievement: A meta‐analysis. J Comput Assist Learn, 1-14.
  • Whelan, D. L. (2005). Let the games begin. School Library Journal, 51(4), 40-43.
  • Yalçın, V. (2019).Theory, Teaching Model, Application Method and The Work Plan in The Context of STEM. The Journal of Academic Social Science, 90, 356-368
  • Yildirim, B. (2016). An Analyses and Meta-Synthesis of Research on STEM Education. Journal of Education and Practice, 7(34), 23-33.
  • Yükseltürk, E., &Altıok, S. (2016). Investigation of pre-service information technology teachers' game projects prepared with Scratch. SDU International Journal of Educational Studies, 3(1), 59-66.

The effect of students' developing their own digital games on their academic achievement and attitudes towards for English lessons

Year 2021, Volume 8, Issue 2, 74 - 93, 01.04.2021
https://doi.org/10.17275/per.21.30.8.2

Abstract

The impact of developing technologies is also observed in educational environments where many digital content-based applications are used. When the studies conducted are examined, it is seen that the applications where digital content is presented to students constitute the majority. However, considering the 21st century skills, more is needed to give students high-level experiences. The aim of this study is to examine the effects of innovative application, which is applied by the students developing their own digital content within the English course, on their academic achievements, attitudes towards English lessons and attitudes towards computer-aided teaching. The study was carried out at the secondary school level. In the experimental group, a game-based application was made with Scratch, a block-based programming tool within the scope of English lessons. The control group continued its technology-supported education with its current technological infrastructure (interactive board with fiber internet access). The mixed method research design was used in the study. The academic achievement test developed for two different units as the quantitative data collection tool by the researcher, the Attitude Scale for Elementary English Lesson Developed by Baş (2012), and the Computer Assisted Instruction Evaluation Scale developed by Dinçer and Doğanay (2016) were used. In addition, semi-structured interview form was used as a qualitative data collection tool. As a result of the research, significant differences were seen in the academic success values of the experimental group, where innovative application was performed. When students' attitudes towards English lesson and their attitudes towards computer-aided education are examined, meaningful results are obtained in favor of the experimental group. As a result, the findings showed that, with the necessary preparations, the innovative application used in this study can benefit students' academic achievements, their attitudes towards English lessons and their attitudes towards computer-aided teaching.

References

  • Akpınar, Y., & Altun, A. (2014). Bilgi toplumu okullarında programlama eğitimi gereksinimi. Elementary Education Online, 13(1).
  • Alan, D. (2017). Digital Game-Based Learning Approach to Teach Software Development. (Doctoral dissertation, Selcuk University Institute of Science).
  • Armknecht, M. P. (2015). Case study on the efficacy of an elementary STEAM laboratory school (Doctoral dissertation, Lindenwood University).
  • Beatty, K. (2010). Teaching and Researching Computer-Assisted Language Learning. London: Pearson Education Limited.
  • Baş, G. (2012). Attitude Scale for Elementary English Course: Validity and Reliability Study. International Online Journal of Educational Sciences, 4(2).
  • Chen, C. H., Liu, J. H., &Shou, W. C. (2018). How competition in a game-based science learning environment influences students' learning achievement, flow experience, and learning behavioral patterns. Journal of Educational Technology & Society, 21(2), 164-176.
  • Committee On STEM Education. (2018). Charting A Course For Success: America's Strategy For STEM Education. Washington: National Science & Technology Council.
  • Courville, K. (2011). Technology and Its Use in Education: Present Roles and Future Prospects. Online Submission.
  • Creswell, J. W. (2015). A concise introduction to mixed methods research. SAGE publications.
  • Davies, R. S. (2011). Understanding technology literacy: A framework for evaluating educational technology integration. TechTrends, 55(5), 45.
  • Dinçer, S., &Doğanay, A. (2016).Bilgisayar Destekli Öğretimi Değerlendirme Ölçeği Uyarlama Çalışması. Journal of OndokuzMayıs University Faculty of Education, 35(1), 45-62.
  • Glushkova, T. (2016).Application of block programming and game-based learning to enhance interest in computer science. Journal of Innovations and Sustainability, 2(1), 21-32.
  • Gülbahar, Y., Avcı, Ü.,&Kalaycı, E. (2012). Learning by Doing: An Example Application of “Goal-Based Scenario” Approach. Education and Science, 37(165).
  • Gündoğdu, M. M., &Korucu, A. T. (2018).The Effects of Collaborative Learning Developed with Blog Technology on Reflecting Thinking Skills Towards Problem Solving and Motivation Levels and on Academic Success of Secondary School Students. Anadolu University Faculty of Education Journal, 2(3), 196-226.
  • Günkör, C. (2017). Exploration of the Relationship Between Education and Development, 3(1), 14-32.
  • Greene, J. C., Kreider, H., & Mayer, E. (2005). Combining qualitative and quantitative methods in social inquiry. Research methods in the social sciences, 1, 275-282.
  • Huizenga, J., Admiraal, W., Ten Dam, G., &Voogt, J. (2019). Mobile game-based learning in secondary education: Students’ immersion, game activities, team performance and learning outcomes. Computers in Human Behavior, 99, 137-143.
  • Hussein, M. H., Ow, S. H., Cheong, L. S., Thong, M. K., & Ebrahim, N. A. (2019). Effects of digital game-based learning on elementary science learning: A systematic review. IEEE Access, 7, 62465-62478.
  • Jennett, C., Papadopoulou, S., Himmelstein, J., Vaugoux, A., Roger, V., & Cox, A. L. (2017). Case Study 3: Students' Experiences of Interdisciplinary Learning while Building Scientific Video Games. International Journal of Game-Based Learning (IJGBL), 7(3), 93-97.
  • Miles, M. B., &Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. sage.
  • OECD. (2018). Education Policy in Japan: Building Bridges towards 2030, Reviews of National Policies for Education.
  • Özmutlu, M. (2018). Designing A Digital Game Design Platform For Children (Unpublished Master Thesis).
  • Prensky, M. (2003).Digital game-based learning. Computers in Entertainment (CIE), 1(1), 21-21.
  • Scholz, K. (2016). Online Digital Game-Based Language Learning Environments: Opportunities for Second Language Development.
  • Subrahmanyam, K., &Renukarya, B. (2015). Digital games and learning: Identifying pathways of influence. Educational psychologist, 50(4), 335-348.
  • Taşdemir, Ş., & Şüyun, S. B. (2016).Computer Game Design and an Approach Intended to Gain Educationality to The Computer Game Design. Selçuk-Technical Journal, 15(2), 113-124.
  • Tokac, U., Novak, E., & Thompson, C. G. (2019). Effects of game‐based learning on students' mathematics achievement: A meta‐analysis. J Comput Assist Learn, 1-14.
  • Whelan, D. L. (2005). Let the games begin. School Library Journal, 51(4), 40-43.
  • Yalçın, V. (2019).Theory, Teaching Model, Application Method and The Work Plan in The Context of STEM. The Journal of Academic Social Science, 90, 356-368
  • Yildirim, B. (2016). An Analyses and Meta-Synthesis of Research on STEM Education. Journal of Education and Practice, 7(34), 23-33.
  • Yükseltürk, E., &Altıok, S. (2016). Investigation of pre-service information technology teachers' game projects prepared with Scratch. SDU International Journal of Educational Studies, 3(1), 59-66.

Details

Primary Language English
Subjects Education and Educational Research
Journal Section Research Articles
Authors

Kadir KABAK
Necmettin Erbakan University
0000-0002-7747-2909
Türkiye


Agah Tuğrul KORUCU (Primary Author)
NECMETTİN ERBAKAN ÜNİVERSİTESİ
0000-0002-8334-1526
Türkiye

Publication Date April 1, 2021
Published in Issue Year 2021, Volume 8, Issue 2

Cite

APA Kabak, K. & Korucu, A. T. (2021). The effect of students' developing their own digital games on their academic achievement and attitudes towards for English lessons . Participatory Educational Research , 8 (2) , 74-93 . DOI: 10.17275/per.21.30.8.2