Opinions of Primary School Teachers and Students Regarding the Use of Educational Digital Games in Educational Activities

Abstract

This study aims to determine the opinions of elementary school teachers and 3rd and 4th-grade students regarding the use of educational digital games in educational activities in the classroom. In today’s world, where technology is constantly evolving and renewing, and digital media and materials take a larger share in our lives, instructional activities are also influenced by these advancements. The case study design, which is one of the qualitative research designs, was preferred in this study and semi-structured interview forms were used for the data collection process. Interviews were conducted with 30 elementary school teachers (18 female and 12 male) working in state schools in the Kavak district of Samsun province during the 2021-2022 academic year and 30 students in the 3rd and 4th grades (15 female and 15 male) studying in those state schools. The criterion sampling method, one of the purposeful sampling methods, was used in selecting the study group. In this context, attention was paid to select teachers, who use educational digital games in their classrooms and are willing to participate in the research. The data obtained in the research were analyzed using the content analysis method. The results achieved in this study indicate that educational digital games used in the classroom facilitate students’ learning, increase their attention spans, and contribute to quick thinking and decision-making. Recommendations include the necessity for teachers to receive training on digital content and the importance of identifying games, which are suitable for learning objectives, before implementing in-class games.

Keywords

• Educational digital game
• elementary school
• educational activities
• life

References

1. Adıgüzel, Ö. (2010). Eğitimde yaratıcı drama [Creative drama in education]. Ankara: Naturel Publishing.
2. Ağırgöl, M., Kara, E., & Akgül, G. D. (2022). The effect of science lesson taught with educational digital games on student retention of knowledge, academic success and attitudes. International Journal of Science and Education, 5(3), 157-176. https://doi.org/10.47477/ubed.1063920
3. Akandere, M. (2003). Eğitici okul oyunları [Educational school games]. Ankara: Nobel Publishing. Akbaş, O., Usta, E., & Çakır, R. (2009). An analysis of the computer games on the high school students' perception of confidence. Journal of Social Policy Studies, 5(18), 59-71.
4. Akın, F. A., & Atıcı, B. (2015). Oyun tabanlı öğrenme ortamlarının öğrenci başarısına ve görüşlerine etkisi [Effects of game-based learning enviroinments on students’ success and opinions]. Turkish Journal of Educational Studies, 2(2), 75-102.
5. Akpınar, E., Aktamış, H., & Ergin Ö. (2005). Fen Bilgisi dersinde eğitim teknolojisi kullanılmasına ilişkin öğrenci görüşleri [Students’ opinions on the use of educaitonal technology in science class]. The Turkish Online Journal of Educational Technology, 4(1), 93-100.
6. Akpınar, Y. (1999). Bilgisayar destekli öğretim ve uygulamalar [Computer assisted education and applications]. Ankara: Anı Publishing.
7. Altınışık, M. (2021). Examination of digital games in terms of mathematical concept development and teaching qualities (Unpublished Masters Thesis). Fatih Sultan Mehmet Vakıf University, İstanbul.
8. Altunay, D. (2004). The effect of mathematics teaching which is supported with games on the students' success and the permanence of the knowledge learned (Unpublished Masters Thesis). Gazi University, Ankara.

9. Annetta, L. A. (2008). Video games in education: Why they should be used and how they are being used. Theory Into Practice, 47(3), 229-239.
10. Aşçı, A. U. (2019). The effects of educational digital games on 6th grade students’ academic success in Turkish lesson. The Journal of International Social Research, 12(62), 59-72. http://dx.doi.org/10.17719/jisr.2019.3108
11. Ayan, S. (2020). Oyunla renklendir hayatı [Add color to the life with game]. Ankara: Vizetek Publishing. Aytan, T., & Başal, A. (2015). Investigation of the perceptions of pre-service Turkish teachers towards Web 2.0 tools. Turkish Studies, 10(7), 149-166.
12. Babacan, T., & Şaşmaz Ören, F. (2017). The effect of technology assisted micro teaching practices on prospective science teachers’ perceptions of technology usage. Educational Technology Theory and Practice, 7(2), 193–214. https://doi.org/10.17943/etku.300412
13. Başaran, M., & Kılınçarslan, R. (2021). Effectiveness of games designed with Web 2.0 tools in the process of initial literacy teaching in distance education. Türkiye Education Journal, 6(1), 186-199.
14. Bayat, S., Kılıçarslan, H., & Şentürk, Ş. (2014). Analysing the effects of educatİonal games in science and technology course on seventh grade students’ academic achievements. Bolu Abant İzzet Baysal Universitesi Eğitim Fakültesi Dergisi, 14(2), 204-216. https://doi.org/10.17240/aibuefd.2014.14.2-5000091535
15. Bayırtepe, E., & Tüzün, H. (2007). The effects of game-based learning environments on students’ achievement and self-effıcacy in a computer course, Hacettepe University Journal of Education, 33, 41-54.
16. Binark, M., Bayraktutan-Sütcü, G., & Fidaner, I.B. (2009). Dijital oyun rehberi: Oyun tasarımı, türler ve oyuncu [Digital game guide: Game design, types, and player]. İstanbul: Kalkedon.
17. Bozkurt, A., & Akalın, S. (2010). The importance of material development and use in mathematics education and the role of the teacher. Dumlupınar University’s Journal of Social Sciences, 27, 47–56.
18. Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E. Karadeniz, Ş., & Demirel, F. (2008). Bilimsel araştırma yöntemleri [Scientific research methods]. Ankara: Pegem Academy.
19. Byun, J., & Joung, E. (2018). Digital game‐based learning for K–12 mathematics education: A meta‐analysis. School Science and Mathematics, 118(3-4), 113-126. http://dx.doi.org/10.1111/ssm.12271
20. Chiu, Y. H., Kao, C. W., & Reynolds, B. L. (2012). The relative effectiveness of digital game‐based learning types in English as a foreign language setting: A meta‐analysis. British Journal of Educational Technology, 43(4), 104-107. https://doi.org/10.1111/j.1467-8535.2012.01295.x
21. Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education. London: Routledge. Creswell, J. W. (2023). Nitel araştırma yöntemleri [Qualitative research methods] (Trans. S. B. Demir & M. Bütün). Ankara: Siyasal Kitabevi.
22. Çalışkan, G. (2023). Language instruction using digital educational materials: Books and games. Rumeli Journal of Language and Literature Studies, 13, 112-126. https://doi.org/10.29000/rumelide.1379034
23. Çankaya, S., & Karamete, A. (2008). Eğitsel bilgisayar oyunlarının öğrencilerin matematik dersine ve eğitsel bilgisayar oyunlarına yönelik tutumlarına etkisi [Effects of educational vomputer games on students’ attitudes toward math course and educational computer games]. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 4(2), 115-127.
24. Çetin, E. (2013). Tanımlar ve temel kavramlar [Definitions and fundamental concepts]. In M. A. Ocak (Ed.), Eğitsel dijital oyunlar, tasarım ve uygulama [Educational digital games, design, and application] (pp. 2–18). Ankara: Pegem Academy.
25. Çiftçi, S. (2013). Eğitsel dijital oyunlarda öğretmen ve öğrenci rolleri [Roles of teachers and students in educational digital games]. In M. A. Ocak (Ed.), Eğitsel dijital oyunlar, tasarım ve uygulama [Educational digital games, design, and application] (pp. 106–116) Ankara: Pegem Academy.
26. Çokyaman, M., & Şimlek, H. (2022). The effect of educational digital games on 8th grade students’ academic achievement and motivation in english course. Abant İzzet Baysal Universitesi Eğitim Fakültesi Dergisi, 22(2), 708-772. https://doi.org/10.17240/aibuefd.2022..-891059
27. Demir, K., & Şahin, Y. L. (2019). Çocuklar ve dijital oyunlar [Children and digital games]. In H. F. Odabaşı (Ed.), Dijital yaşamda çocuk [Children in digital life] (pp. 177-192). Ankara: Pegem Academy.
28. Demirel, Ö. (1999). Planlamadan değerlendirmeye öğretme sanatı [Art of teaching from planning to assessment]. Ankara: Pegem Academy.
29. Divrik, R. (2023). The effect of digitally supported concept cartoons on the mathematics lesson motivation of gifted 4th grade students: A mixed method research. Cumhuriyet International Journal of Education, 12(2), 406-419. https://doi.org/10.30703/cije.1204421
30. Dolunay, A., & Karamustafaoğlu, O. (2021). Opinions of science teachers about educational games: "The fastest sound" game. International Journal of Turkish Educational Studies, 9(16), 48-69. https://doi.org/10.46778/goputeb.872860
31. Doğanay, A. (2007). Öğretim ilke ve yöntemleri [Teaching principles and methods]. Ankara: Pegem Academy.
32. Dondlinger, M. J. (2007). Educational video game design: A review of the literature. Journal of Applied Educational Technology, 4(1), 21-31.
33. Dönmez, N. B. (1999). Oyun kitabı [Game book]. Ankara: Esin Publishing.
34. Durmuş, A. (2015). Üç Boyutlu (3D) temelli öğrenme-öğretme yaklaşımı [3D-Based Learning-Teaching Approach]. In G. Ekici (Ed.), Etkinlik örnekleriyle güncel öğrenme-öğretme yaklaşımları [Current learning-teaching approaches with activity examples] (pp. 424–484). Ankara: Pegem Academy.
35. Eni, B. (2017). Evaluation of digital game addiction and response of high school students (Unpublished Masters Thesis). Haliç University, İstanbul.
36. Griffiths, M. D. (2002). The educational benefits of videogames. Education and Health, 20(3), 47-51.
37. Gürcan, A., Özhan, S., & Uslu, R. (2008). Dijital oyunlar ve çocuklar üzerindeki etkileri. [Digital games and their effects on children]. Ankara: Başbakanlık Aile ve Sosyal Araştırmalar Genel Müdürlüğü Yayınları.
38. Hazar, Z., Tekkurşun Demi̇r, G., & Dalkiran, H. (2017). Investigatıon of the traditional game and digital games perceptions of middle school students: Comparative metafor study. Spormetre, 15(4), 179–190. https://doi.org/10.1501/Sporm_0000000334
39. Karamustafaoğlu, O., & Kılıç, M. F. (2020). Investigation of national scientific studies about educational games. Ataturk University Kazim Karabekir Faculty of Education Journal, 40, 1-25. https://doi.org/10.33418/ataunikkefd.730393
40. Karataş, E. (2014). Gamification in education: Research trends. Ahi Evran University Journal of Kırşehir Educational Faculty, 15(2), 315-333.
41. Kaynar, B. (2020). The effects of educational and digital game-based activities on academic achievement, manner and permanence in the life studies lesson (Unpublished Masters Thesis). Atatürk University, Erzurum.
42. Kendüzer, S. E. (2023). The effects of educational play, play in math center and digital play on the mathematics and self-regulated learning skills of children (Unpublished doctoral dissertation). Pamukkale University, Denizli.
43. Kerckaert, S., Vanderlinde, R., & van Braak, J. (2015). The role of ICT in early childhood education: Scale development and research on ICT use and influencing factors. European Early Childhood Education Research Journal, 23(2), 183-199. http://dx.doi.org/10.1080/1350293X.2015.1016804
44. Kılıç, H., Tunç Pekkan, Z., & Karatoprak, R. (2013). The effects of using materials on mathematical thinking skills. Journal of Theory and Practice in Education, 9(4), 544–556.
45. Kukul, V. (2013). Oyunla ilgili tarihsel gelişimler ve yaklaşımlar [Historical advancements and approaches on game]. In M. A. Ocak (Ed.), Eğitsel dijital oyunlar: Kuram, tasarım ve uygulama [Educational digital games: Theory, design, and application] (pp. 20-31). Ankara: Pegem Academy.
46. Lieberman, D. A., Fisk, M., C., & Biely, E. (2009). Digital games for young children ages three to six: From research to design. Computers in the Schools, 26(3), 299–313. https://doi.org/10.1080/07380560903360178
47. Noraddin, E., & Kian, N. T. (2015). Three learning potentials in digital games: Perception of Malaysian university teachers. Journal of e-Learning and Knowledge Society, 11(2), 143-160. https://doi.org/10.20368/1971-8829/995
48. Ocak, M. (2013). Eğitsel dijital oyunların eğitimde kullanımı [Use of education digital games in education]. In M. A. Ocak (Ed.). Eğitsel dijital oyunlar: Kuram, tasarım ve uygulama [Educational digital games: theory, design, and application] (pp. 54-55). Ankara: Pegem Academy.
49. OECD (2005). Digital broadband content: The online computer and video game industry, head of publications service, OECD, 2 rue André-Pascal, 75775 Paris Cedex 16, France.
50. Özer, A., Gürkan, A. C., & Ramazanoğlu, M. O. (2006). Oyunun çocuk gelişimi üzerine etkileri [Effects of game on child development], Doğu Anadolu Bölgesi Araştırmaları.
51. Özer, F. (2020). An analysis of digital game preferences of primary school students from an educational perspective. Anadolu University Journal of Educational Faculty, 4(4), 380-398. https://doi.org/10.34056/aujef.801943
52. Öztürk, E., & Gökdaş, İ. (2020). Öğrenme-öğretme ortamlarına teknoloji entegrasyonu sürecinde ilkokul düzeyinde dijital materyallerin kullanım durumlarının incelenmesi [Examination of the use of digital material at elementary school level in the process of integration of technology into education environments]. Journal of Instructional Technologies & Teacher Education, 9(1), 65–80.
53. Pallesen, S., Lorvik, I. M., Bu, E. H., & Molde, H. (2015). An exploratory study investigating the effects of a treatment manual for video game addiction. Psychological Reports: Mental & Physical Healt, 117(2), 490-495. https://doi.org/10.2466/02.PR0.117c14z9
54. Pehlivan, H. (2012). Oyun ve öğrenme [Game and learning]. Ankara: Anı.
55. Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6.
56. Sabırlı, Z. E. (2018). Educational use of digital educational games different variables analysis (Unpublished masters thesis). Selçuk University, Konya.
57. Samur, Y. (2016). Dijital oyun tasarımı [Digital game design]. İstanbul: Pusula 20 Teknoloji ve Yayıncılık.
58. Savaş, S., & Topaloğlu, N. (2019). Data analysis through social media according to the classified crime. Turkish Journal of Electrical Engineering & Computer Sciences, 27(1), 407-420. https://doi.org/10.3906/elk-1712-17
59. Savaş, S. (2021). Artificial intelligence and innovative applications in education: The case of Turkey. Journal of Information Systems and Management Research, 3(1), 14-26.
60. Sel, R. (2000). Okulöncesi çocuklarına oyunlar-rondlar [Games and roundels for preschool children]. İstanbul: Ya-Pa.
61. Sezgin, S., Bozkurt, A., Yılmaz, E. A., & Linden, N. (2018). Gamification, education and theoretical approaches: Motivation, engagement and sustainability in learning processes. Mehmet Akif Ersoy Journal of Education Faculty, 45, 169-189.
62. Tasci, A. D. A., Wei, W. & Milman, A. (2020). Uses and misuses of the case study method. Annals of Tourism Research, 82, 1-7. http://doi.org/10.1016/j.annals.2019.102815
63. Toran, M., Ulusoy, Z., Aydın, B., Deveci, T., & Akbulut, A. (2016). Evaluation of mothers’ views regarding children’s use of digital game. Kastamonu Educational Journal, 24(5) 2263-2278.
64. Torun, F., Akçay, A., & Çoklar, A. N. (2013). Analyzing of computer games effects on social life and academic behaviour of the secondary school students. Karaelmas Journal of Educational Sciences, 3, 25-35.
65. Ülker, Ü., & Bülbül, H. İ. (2018). The usage status of digital games according to educational levels. TÜBAV Journal of Science, 11(2), 10-19.
66. Yıldız Durak, H., & Karaoğlan Yılmaz F. G. (2019). An investigation of prospective teachers' educational digital game designs for mathematics teaching and their opinions on the design process. Ege Journal of Education, 20(1), 262-278. https://doi.org/10.12984/egeefd.439146
67. Yıldız, S., & Zengin, R. (2021). The effects of science education provided with digital and in-class games on the cognitive development levels of preschool students. Ekev Academic Journal, 25(86), 497-512.
68. Yıldırım, A., & Şimşek, H. (2021). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in social sciences]. Ankara: Seçkin Publishing.
69. Yiğit, A. (2007). The effect of computer assisted educational mathematic games on the academic achivement for maths course and retention of primary school 2nd grade students (Unpublished masters thesis). Çukurova University, Adana.