Eğitsel bilgisayar oyunu bağlamlarında öğrencilerin motivasyonu hususunun yeniden incelenmesi

Year 2019, Volume: 8 Issue: 2, 129 - 159, 30.04.2019

Hakan Tüzün , Sasha A. Barab Michael K. Thomas

https://doi.org/10.19128/turje.546283

Cited By: 11

Abstract

Bu çalışmanın amacı, 9-12 yaş arasındaki çocukları
eğitsel görevlere yönlendirmek için üç boyutlu çok kullanıcılı bir ortam
kullanan çevrimiçi çok oyunculu eğitsel bir bilgisayar oyununun motivasyonel
öğelerini tespit etmektir. Araştırmacıların üzerinde çalışılan bağlamın hem
gözlemcisi hem de tasarımcısı olduğu ve etnografik yöntemlerin kullanılmasını
içeren bir süreç olan tasarım etnoğrafyası bu oyunu araştırmak için yöntemsel
bir yaklaşım olarak kullanılmıştır. Eğitsel oyunu oynayan yirmi katılımcıyla
görüşme yapılmış ve katılımcıların oyunu oynadıkları doğal bir ortamda uzun
süreli gözlemler yapılmıştır. Görüşme ve gözlem kayıtlarını çözümlemek için
temellendirilmiş kuramın sürekli karşılaştırma yöntemi kullanılmıştır. Bu
çalışmada kullanılan nitel yöntemler, motivasyonla ilgili önceki araştırmalara
ek görüşler sağlamıştır. Video oyunları konusundaki önceki motivasyon
araştırmalarında belirlenen 5 yapıya (uğraşı, merak, kontrol, fantezi ve
tercih) ek olarak 10 motivasyon öğesi, oyunu deneyimleyen 20 çocukla yapılan
görüşmeler ve gözlemlerin çözümlemesinden ortaya çıkmıştır. Bunlar kimlik sunumu,
sosyal ilişkiler, oynama, öğrenme, başarı, ödüller, çevreleyen bağlam,
benzersizlik, yaratıcılık ve bağlam’dır.

Keywords

Bilgisayar oyunları, Video oyunları, Motivasyon, Öğrenme, Eğitim

Reconsidering the motivation of learners in educational computer game contexts

Abstract

The purpose of this study was to identify motivational elements of an
online multi-player educational computer game that uses a 3D multi-user
environment to immerse children ages 9-12 in educational tasks. The
methodological approach design ethnography, a process that involves using
ethnographic methods when the researchers are both observers and designers of
the context being studied, was employed for researching this game. Interviews
were completed with twenty participants playing the educational game and
prolonged observations were conducted where participants played the game in a
natural setting. The constant comparison method of grounded theory was used for
analyzing interview and observation records. The qualitative methods used in
this study allowed for additional insights into previous research on
motivation. In addition to the 5 constructs identified in previous motivation
research on videogames (challenge, curiosity, control, fantasy, and choice), 10
additional motivational elements to play the game emerged from an analysis of
interviews with and observations of the 20 children participating in this
study. These were identity presentation, social relations, playing, learning,
achievement, rewards, immersive context, uniqueness, creativity, and context of
support.

Keywords

Computer games, Video games, Motivation, Learning, Education

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