Öğretmen Adaylarına Oyun Tabanlı Öğrenme Uygulaması Geliştirme Becerilerinin Kazandırılması

Yıl 2025, Cilt: 54 Sayı: 3, 991 - 1050, 31.12.2025

Abdullah Alagöz , Ömer Uysal

Öz

Teknolojinin eğitime entegrasyonu, öğretim etkinliklerinin kapsamının genişlemesine olanak sağlamıştır. Bu etkinlikler arasında, özellikle Z kuşağı ile uyumlu olan dijital eğitim oyunları öne çıkmaktadır. Bu oyunlar, bilgi kalıcılığını artırarak ve hem sınıf içinde hem de dışında etkileyici öğrenme deneyimleri sunarak öğretime yenilikler kazandırmaktadır. Öğretmenlerin bu yeniliklere uyum sağlaması gerekliliği önem taşımaktadır. Bu çalışma, Türkiye’deki öğretmen adaylarının oyun tabanlı öğrenme araçlarına yönelik görüşlerini incelemeyi ve dijital eğitim oyunlarına özel olarak tasarlanmış bir öğretim programının etkinliğini değerlendirmeyi amaçlamaktadır. Araştırma, Uludağ Üniversitesi Eğitim Fakültesi Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümü’nden 13 öğretmen adayı ile yürütülmüştür. Karma yöntem araştırma yaklaşımının benimsendiği çalışmada, katılımcıların GDevelop yazılımını kullanarak dijital eğitim oyunları geliştirmeleri için gerekli becerileri kazandırmayı hedefleyen özel bir öğretim programı tasarlanmıştır. Çalışmanın nicel boyutunda, başarı testinin güvenilirliği ve geçerliliğini değerlendirmek amacıyla ön test ve son test uygulanmış ve sonuçlar üzerine veri analizi gerçekleştirilmiştir. Nitel boyutta ise katılımcılar, araştırma sonunda 14 sorudan oluşan yarı yapılandırılmış bir form kullanılarak görüşmeye alınmıştır. Elde edilen bulgular, nicel analizlerde uygulanan Wilcoxon işaretli sıralar testinin, katılımcıların eğitim amaçlı dijital oyun geliştirme becerilerinde istatistiksel olarak pozitif yönde anlamlı bir farklılık olduğunu ortaya koymuş ve öğretim programının etkinliğini doğrulamıştır. Nitel veri analizi, katılımcıların çalışma sayesinde oyun tabanlı öğrenme uygulamaları geliştirme becerilerinin arttığını düşündüklerini ortaya koymuştur. Ayrıca, programla uyumlu olarak tasarlanan oyunların öğrenmeyi pekiştirmek, öğrencilerin dikkatini çekmek ve motivasyonu artırmak için etkili araçlar olabileceği ifade edilmiştir. Bunun yanı sıra, programın 21. yüzyıl becerilerinin geliştirilmesini desteklediği, öğretmenlerin oyun geliştirme ve problem çözme yetkinliklerini artırdığı vurgulanmıştır. Öğrencilerin bakış açısından ise geliştirilen oyunlar, motive edici, eğlenceli ve ilgi çekici bulunmuştur.

Anahtar Kelimeler

eğitsel dijital oyun , eğitimde oyun ve oyunlaştırma , gdevelop , oyun tabanlı öğrenme

Etik Beyan

Bu araştırma, Bursa Uludağ Üniversitesi Bilimse Araştırma Projesi kapsamında desteklenmiştir.

Destekleyen Kurum

Bursa Uludağ Üniversitesi

Proje Numarası

SOA-1123

Teşekkür

Değerli editörlerime ve hakemlerime bu özgün çalışmayı değerlendirme aşamasında başarılar diliyor ve teşekkür ediyorum.

Enhancing Teacher Candidates’ Skills in Developing Game-Based Learning Applications

Öz

The integration of technology into education has led to a broadening of the range of instructional activities. Among these, digital educational games, which resonate with Generation Z, stand out. These games introduce innovations in teaching by improving knowledge retention and providing engaging learning experiences both in and outside of the classroom. It is essential for educators to adapt to these innovations. This study aims to explore the views of prospective teachers in Turkey on game-based learning tools and assess the effectiveness of a specially designed instructional program for educational digital games. The research was carried out with 13 prospective teachers from the Department of Computer Education and Instructional Technologies at Uludağ University Faculty of Education. Employing a mixed-methods approach, a distinct instructional program was created to equip participants with the skills necessary to develop educational digital games using the GDevelop software. In the quantitative dimension of the study, pre-tests and post-tests were administered to evaluate the reliability and validity of the achievement test, and data analysis was performed accordingly. In the qualitative phase, participants were interviewed at the end of the study using a semi-structured form containing 14 questions. The findings revealed that the Wilcoxon signed-rank test applied in the quantitative analysis showed a statistically significant improvement in the participants’ abilities to develop educational digital games, confirming the effectiveness of the instructional program. Qualitative data analysis highlighted that participants felt the study had enhanced their ability to develop game-based learning applications. They noted that the specially designed games aligned with the instructional program could serve as effective tools to reinforce learning, capture students' attention, and boost motivation. Moreover, the program was found to support the development of 21st-century skills, while enhancing teachers' capabilities in game design and problem-solving. From the students’ perspective, the developed games were perceived as motivating, enjoyable, and engaging.

Anahtar Kelimeler

educational digital game , game-based learning and gamification , gdevelop , game- based learning

Etik Beyan

This research was supported by Bursa Uludag University Scientific Research Project.

Destekleyen Kurum

Bursa Uludag University

Proje Numarası

SOA-1123

Teşekkür

I wish my esteemed editors and reviewers success in evaluating this original work and thank them.

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