An Examination of Effects of The Use Of Gamifıcation In E-Learning Environments on Learners’ Academic Achievement and Participation

Öz

The aim of this study is to examine effects of using gamification in e-learning environments on learners’ academic achievement and participation. Experimental group students were used gamified e-learning environment and control group students used traditional e-learning environment. 46 first grade college students in 2015-2016 academic year participated in the study. Academic achievement test which was developed by the researcher, semi-structured interview form and Moodle logs were used as data collection instruments. The results of the study revealed that there wasn't a significant difference between post and retention test results of experimental and control group students. Experimental group students had higher page view and higher completion rate in educational activities. Finally, students who used gamified e-learning environment stated positive opinions about use of gamification in e- learning environment. They expressed that gamification elements used in this study were motivating, helpful to navigate their learning progress and leading to complete educational activities.

E-Öğrenme Ortamlarında Oyunlaştırma Kullanımının Öğrenenlerin Akademik Başarısına ve Derse Katılım Durumuna Etkisinin İncelenmesi

Öz

Bu çalışmanın amacı e-öğrenme ortamlarında oyunlaştırma kullanılmasının öğrencilerin akademik başarısı ve derse katılım durumlarına etkisini incelemektir. Çalışmada, deney grubu öğrencileri oyunlaştırılmış e-öğrenme ortamını kullanırken, kontrol grubu öğrencileri geleneksel e-öğrenme ortamını kullanmışlardır. Araştırmaya 2015-2016 eğitim öğretim yılında bir devlet üniversitesinde öğrenim gören 46 birinci sınıf öğrencisi katılmıştır. Karma bir araştırma olarak yürütülen çalışmada araştırmacı tarafından geliştirilen akademik başarı testi, yarı yapılandırılmış görüşme formu ve Moodle ÖYS kayıtları veri toplama aracı olarak kullanılmıştır. Çalışma sonunda deney grubu öğrencileri ile kontrol grubu öğrencilerine ait son test ve izleme testi puanları arasında anlamlı fark bulunamamıştır. Her iki gruba ait derse katılım durumları incelendiğinde, deney grubu öğrencilerinin kontrol grubundan daha yüksek sayfa görüntüleme sayısına sahip oldukları ve eğitsel etkinliklere daha yüksek katılım gösterdikleri tespit edilmiştir. Son olarak, deney grubu öğrencileri e-öğrenme ortamının oyunlaştırılmasında kullanılan bileşenlerin, motive edici, ilerlemelerini takip etmelerini kolaylaştıran ve etkinlikleri tamamlamaya yönelten bir yapıya sahip olduklarını ifade etmişlerdir.

Anahtar Kelimeler

• Oyunlaştırma,e-öğrenme,katılım,Akademik başarı

Kaynakça

1. Abramovich, S., Schunn, C., & Higashi, R. (2013). Are badges useful in education?: It depends upon the type of badge and expertise of learner. Educational Technology Research and Development, 217-232pp.
2. Aldemir, T., Celik, B., & Kaplan, G. (2018). A qualitative investigation of student perceptions of game elements in a gamified course. Computers in Human Behavior, 78, 235-254.
3. Aldemir, T., Ataş, A. H., & Celik, B. (2019). A Systematic Design Model for Gamified Learning Environments: GELD Model. In Design, Motivation, and Frameworks in Game-Based Learning (pp. 30-56). IGI Global.
4. Alraimi, K. M., Zo, H., & Ciganek, A. P. (2015). Understanding the MOOCs continuance: The role of openness and reputation. Computers & Education, 80,28–38. https://doi.org/10.1016/j.compedu.2014.08.006.
5. Ardalan, K. (2008). The Philosophical Foundation of the Lecture-Versus-Case Controversy – Its Implications for Course Goals, Objectives and Contents. International Journal of Social Economics, 35(1/2): 15–34. doi:10.1108/03068290810843819
6. Bernik, A., Radošević, D., & Bubaš, G. (2017). Introducing gamification into e-learning university courses. In 2017 40th International Convention on Information and Communication Technology, Electronics and Microelectronics (MIPRO) (pp. 711-716). IEEE.
7. Bogost, I. (2011).Gamification is Bullshit. http://bogost.com/writing/blog/gamification_is_bullshit/ adresinden elde edildi.
8. Bogost, I. (2015). Why gamification is bullshit. The gameful world: Approaches, issues, applications, 65.

9. Bouchrika, I., Harrati, N., Wanick, V., & Wills, G. (2019). Exploring the impact of gamification on student engagement and involvement with e-learning systems. Interactive Learning Environments, 1-14.
10. Buckley, P., & Doyle, E. (2016). Gamification and student motivation. Interactive Learning Environments, 24(6), 1162-1175.
11. Burke, B. (2014). Gamify: How Gamification Motivates People to Do Extraordinary Things. Brookline MA: Gartner Inc.
12. Büyüköztürk, Ş. (2013). Sosyal Bilimler için Veri Analizi El Kitabı (Genişletilmiş 18. Baskı b.). Ankara: Pegem Akademi.
13. Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F., (2013), Bilimsel Araştırma Yöntemleri (15 b.). Ankara: Pegem Akademi.
14. Carvalho, A., Areal, N., & Silva, J.(2011). Students’ perceptions of Blackboard and Moodle in a Portuguese university. British Journal of Educational Technology, 42(5).
15. Chauhan, A. (2014). Massive open online courses (MOOCS): Emerging trends in assessment and accreditation. Digital Education Review, 25,7–17.
16. Creswell, J. W. (2012). Educational research: planning. Conducting, and Evaluating Quantitative and Qualitative Research. Fourth Edition
17. Çağlar, Ş., ve Kocadere, S. A. (2015). Çevrimiçi Öğrenme Ortamlarında Oyunlaştırma. Journal of Educational Sciences & Practices, 14(27).
18. Davis, K., & Singh, S. (2015). Digital badges in afterschool learning: Documenting the perspectives and experiences of students and educators. Computers & Education, 88, 72-83.
19. Denny, P.(2013) The effect of virtual achievements on student engagement. CHI 13', 763-772pp.
20. Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From Game Design Elements to Gamefulness:. Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, Tampere, Finland.
21. Deterding, S., Sicart, M., Nacke, L., O’Hara, K. & Dixon, D. (2011). Gamification: Using Game Design. The ACM CHI Conference on Human Factors in Computing Systems, Vancouver, BC. Dicheva, D., Dichev, C., Agre, G. & Angelova, G.(2015). Gamification in education: A systematic mapping study. Educational Technology & Society, 18(3).
22. Ding, L. (2019). Applying gamifications to asynchronous online discussions: A mixed methods study. Computers in Human Behavior, 91, 1-11.
23. Domínguez, A., Saenz-de-Navarrete, J., De-Marcos, L., Fernández-Sanz, L., Pagés, C. & Martínez-Herráiz, J.(2013). Gamifying learning experiences: Practical implications and outcomes. Computer & Education, 380-392.
24. Eom, S. B., & Wen, H. J.(2006) The determinants of students' perceived learning outcomes and satisfaction in university online education: an empricical investigation. Decision Sciences Journal of Innovative Education, 4(2).
25. Fryer,L. K., Bovee, H. N., & Nakao, K. (2014).E-learning:Reasons students in language learning courses don't want to. Computers and Education,74,26-36.
26. Gasland, M. (2011). Game mechanic based e-learning (Master Thesis), Norwegian University of Science and Technology. Trondheim, Norway.
27. Gartner. (2014)“Gartner says by 2014, 80 percent of current gamified applications will fail to meet business objectives primarily due to poor design. ” http://www.gartner.com/newsroom/id/2251015 adresinden elde edildi.
28. Goehle, G. (2013). Gamification and web based homework. PRIMUS: Problems, Resources, And Issues In Mathematics Undergraduate Studies.
29. Gülbahar, Y. (2012). E-öğrenme. Ankara: Pegem Akademi.
30. Hamari, J. (2017). Do badges increase user activity? A field experiment on the effects of gamification. Computers In Human Behavior, 71, 469-478.
31. Hanuka, H., & Jugdev, K. (2006). Distance education MBA students: an investigation into the use of an orientation course to address academic and social integration issues. Open Learning, 21(2), 153e166. doi:10.1080/02680510600715578
32. Hew, K. F., Huang, B., Chu, K. W., & Chiu, D. K. (2016). Engaging Asian students through game mechanics: Findings from two experiment studies. Computer and Education, 92(93).
33. Hsu, K. L. (2016). Correlation Research on the Application of E-Learning to Students’ Self-Regulated Learning Ability, Motivational Beliefs, and Academic Performance. Eurasia Journal of Mathematics, Science & Technology Education, 12(4).
34. Ibanez, M., Di-Serio, A., & Delgado-Kloos, C. (2014). Gamification for Engaging Computer Science Students in Learning Activities: A Case Study. IEEE Transactions on Learning Technologies, 7(3), doi:10.1109/TLT.2014.2329293.
35. Khan, B. (2000). A framework for web-based learning. Englewood Cliffs: Educational Technology Publications.
36. Kyewski, E., & Krämer, N. C. (2018). To gamify or not to gamify? An experimental field study of the influence of badges on motivation, activity, and performance in an online learning course. Computers & Education, 118, 25-37.
37. Lee, M. J. W., & Chan, A. (2007). Reducing the effects of isolation and promoting inclusivity for distance learners through podcasting. Turkish Online Journal of Distance Education, 8(1), 85e104
38. Lee, J., & Hammer, J.(2011). Gamification in education: What, how, why bother? Academic Exchange Quarterly, 15(2).
39. Li, W., Grossman, T., & Fitzmaurice, G. (2012). GamiCAD:a gamified tutorial system for first time AutoCAD users. Annual ACM Symposium on User Interface Software and Technology , Cambridge.
40. Linehan, C., Kirman, B., Lawson, S., & Chan, G. (2011). Practical, appropriate, empirically-validated guidelines for designing educational games. In ACM Annual Conference on Human Factors in Computing Systems, May 7–12 (pp. 1979–1988). Canada: Vancouver.
41. Marcos, L. D., Dominguiez, A., Navarrete, J. S & Pages, C. (2014). An empirical study comparing gamification and social networking on e-learning. Computer & Education, 75, Marczewski, A. (2013). Gamification: a simple introduction. Andrzej Marczewski.
42. Mijatovica, I., Cudanova, M., Jednaka, S., & Kadijevichb, D. M.(2013). How the usage of learning management systems influences student achievement. Teaching in Higher Education, 18(5).
43. Moore, M. G., & Kearsley, G. (2011). Distance Education: A system view of online learning. Cengage Learning.
44. Muntean, C.I. (2011). Raising engagement in e-learning through gamification. The 6th International Conference on Virtual Learning ICVL 2012, Romania, 323-329.
45. Murphy, C. A., & Stewart, J. C. (2017). On-campus students taking online courses: Factors associated with unsuccessful course completion. The Internet and Higher Education, 34, 1-9.
46. Nevin, C. R., Westfall, A. O., Rodriguez, J. M., Dempsey, D. M., Cherrington, A., Roy, B. & Willig, J. H. (2014). Gamification as a tool for enhancing graduate medical education. Postgraduate Medical Journal.
47. Nielson, K. B. (2011). Self-study with language learning software in the workplace. Language Learning & Technology, 15,100–129
48. Polat, Y. (2014). A Case Study: Gamıfıcatıon And Its Effect On Motıvatıon Of Learners Of Englısh. Yüksek Lisans Tezi, İngiliz Dili Eğitimi Anabilim Dalı, Mersin
49. Ricciardi, F., & Paolis, L. T. D. (2014). A comprehensive review of serious games in health professions. International Journal of Computer Games Technology, 2014, 9..
50. Robertson, M. (2010). Can't play, won't play. http://kotaku.com/5686393/cant-play-wont-play adresinden elde edildi.
51. Rovai, A. P., & Barnum, K. (2003). On-line course effectiveness: An analysis of student interactions and perceptions of learning. Journal of Distance Education, 18, 57-73.
52. Sawyer, B., & Smith, P. (2008). Serious games taxonomy. In Slides from the Serious Games Summit at the Game Developers Conference (Vol. 5).
53. Su, C., & Cheng, C. (2013). A Mobile Game-based Insect Learning System for Improving the Learning Achievement. Procedia - Social and Behavioral Sciences, doi:doi:10.1016/j.sbspro.2013.10.305.
54. Su, C.-H., & Cheng, C.-H. (2015). A mobile gamification learning system for improving the learning motivation and achievements. Journal of Computer Assisted Learning, 31, doi:10.1111/jcal.12088.
55. Strmečki, D., Bernik, A., & Radošević, D. (2015). Gamification in e-Learning: introducing gamified design elements into e-learning systems. Journal of Computer Science, 11(12), 1108-1117.
56. Toplu, M., ve Gökçearslan, Ş. (2012). E-öğrenmenin Gelişimi ve İnternetin Eğitim Sürecine Yansımaları: Gazi Üniversitesi Örneği. Türk Kütüphaneciliği, 26(3), 501-535.
57. Tsui, L. 1999. Courses and Instruction Affecting Critical Thinking. Research in Higher Education, 40(2): 185–200. doi:10.1023/A:1018734630124
58. Yıldırım, A., ve Şimşek, H. (2009). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayınevi.
59. Yıldırım, İ. (2017). Eğitimin Oyunlaştırılmasına İlişkin Öğrenci Algıları: Bir Q Metodu Analizi. Eğitim Ve Bilim, 42(191).
60. Yıldırım, İ., & Şen, S. (2019). The effects of gamification on students’ academic achievement: a meta-analysis study. Interactive Learning Environments, 1-18.
61. Werbach, K., & Hunter, D. (2012). For the win: How game thinking can revolutionize your business. Wharton Digital Press.