The Use of Gamificaiton in Student Centered Learning Environments as Alternative Assessment

Abstract

It has been thought that gamification whose structure offers important chances by showing improvement stages to students will provide a solution for assessment methods needed in student centred learning environments. In this study, it has been tried to provide alternative assessment chance for students using gamification in problem based learning environment. Correlational study has been performed to prove validity of gamification at the point of alternative assessment method. This study was carried out on 26 university students studying at vocational school of technical sciences of a state university for 8 weeks in the context of problem based learning. The data were collected using metacognition scale, engagement scale, academic achievement test and gamification points. It has been found that although it is positive, there is a moderately insignificant relation between students’ gamification points and metacognition points average and academic achievement points. It has been found that there is a positive, low level and insignificant relation between academic achievement points and engagement points averages. In contrast, it has been found that there is a positive, high level and significant relation between gamification points and engagement points averages. This relation indicates the increasing effect of gamification on engagement.  After all, it is truly thought that gamification is best used as in-process formative assessment rather than as an assessment tool that directly effects students’ points.

Keywords

• formative assessment,gamification,student centered learning

Öğrenci Merkezli Öğrenme Ortamlarında Oyunlaştırmanın Alternatif Değerlendirme Amaçlı Kullanımı

Abstract

Oyunlaştırmanın, öğrencilere ilerleme aşamalarını göstererek öz değerlendirme yapabilecekleri önemli fırsatlar sunan yapısının, öğrenci merkezli öğrenme ortamlarında ihtiyaç duyulan değerlendirme yöntemlerine çözüm sunacağı düşünülmektedir. Bu bağlamda gerçekleştirilen çalışmada probleme dayalı öğrenme ortamında oyunlaştırma kullanılarak öğrencilere alternatif değerlendirme fırsatı sağlanmaya çalışılmış ve bu amaçla gerçekleştirilen uygulamanın incelenmesi amaçlanmıştır. Oyunlaştırmanın alternatif değerlendirme yöntemi olarak geçerliliği noktasında kanıt elde edebilmek için korelasyonel çalışma gerçekleştirilmiştir. Bu çalışma, probleme dayalı öğrenme çerçevesinde sekiz hafta boyunca bir devlet üniversitesinin teknik bilimler meslek yüksekokulunda öğrenim gören 26 öğrenci üzerinde yürütülmüştür. Çalışmanın verileri üst biliş ölçeği, bağlılık ölçeği, akademik başarı testi ve oyunlaştırma puanları kullanılarak toplanmıştır. Öğrencilerin oyunlaştırma puanları ile üst biliş puan ortalamaları ve akademik başarı puanları arasında pozitif olmasına karşın orta düzeyde anlamlı olmayan bir ilişkinin olduğu görülmüştür. Akademik başarı puanları ile bağlılık puan ortalamaları arasında pozitif, düşük düzeyde ve anlamlı olmayan bir ilişki bulunmuştur. Buna karşın oyunlaştırma puanları ile bağlılık puan ortalamaları arasında pozitif, yüksek düzeyde ve anlamlı bir ilişkinin olduğu görülmüştür. Bu ilişki oyunlaştırmanın bağlılığı artırıcı etkisine işaret etmektedir. Sonuç olarak, oyunlaştırmanın öğrencilerin notlarına doğrudan etki eden değerlendirme yöntemi olarak kullanılmasından ziyade süreç içi biçimlendirici değerlendirme olarak kullanılmasının daha doğru olacağı düşünülmektedir.

Keywords

• biçimlendirici değerlendirme,oyunlaştırma,öğrenci merkezli öğrenme

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