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GAMIFICATION IN SUSTAINABILITY LEARNING IN BUSINESS EDUCATION

Yıl 2024, Cilt: 26 Sayı: 4 , 1667 - 1695 , 12.12.2024

Özge Özgen , Banu Demirel

https://doi.org/10.16953/deusosbil.1544347
https://izlik.org/JA57HH95BB

Öz

This study was conducted on gamification, sustainability learning, and business education dimensions. The main objective of this study is to synthesize the empirical evidence already available to gain a comprehensive understanding of how gamification can enhance sustainability learning in business education. Since integrating these three dimensions is a new and emerging area in the literature, early work in this field is expected to contribute significantly to future studies. According to the content analysis, the primary finding of the analyzed studies is that they mainly emphasize the cognitive engagement aspect. However, when the sustainability dimension is incorporated into gamification in business education, the games become excessively complex. Moreover, the studies examining cognitive outcomes need to adequately consider students' emotional states, and more attention is given to the behavior change associated with sustainability.

Anahtar Kelimeler

Gamification Sustainability Sustainable Development Goals Business Education

Kaynakça

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İŞLETME EĞİTİMİNDE SÜRDÜRÜLEBİLİRLİK ÖĞRENİMİNİN OYUNLAŞTIRMASI

Yıl 2024, Cilt: 26 Sayı: 4 , 1667 - 1695 , 12.12.2024

Özge Özgen , Banu Demirel

https://doi.org/10.16953/deusosbil.1544347
https://izlik.org/JA57HH95BB

Öz

Bu çalışma, oyunlaştırma, sürdürülebilirlik öğrenimi ve işletme eğitimi boyutlarında yapılmıştır. Bu çalışmanın temel amacı, işletme eğitiminde sürdürülebilirlik öğrenimini geliştirmek için oyunlaştırmanın nasıl kullanılabileceğine dair kapsamlı bir anlayış kazanmak için halihazırda mevcut olan ampirik çalışmaları sentezlemektir. Bu üç boyutun entegrasyonu literatürde yeni ve gelişen bir alan olduğu için, bu alanda yapılan bu erken çalışmanın gelecekteki yeni çalışmalara önemli bir katkı sağlayacağı düşünülmektedir. Yapılan içerik analizine göre, analiz edilen çalışmaların temel bulgusu, çoğunlukla bilişsel katılım yönünü vurgulamalarıdır. Bununla birlikte, işletme eğitiminde oyunlaştırmaya sürdürülebilirlik boyutu dahil edildiğinde, oyunlar aşırı derecede karmaşık hale gelmektedir. Dahası, bilişsel çıktıları inceleyen çalışmalar öğrencilerin duygusal durumlarını yeterince dikkate almamakta ve sürdürülebilirlikle ilişkili davranış değişikliğine yeterince önem vermemektedir.

Anahtar Kelimeler

Oyunlaştırma Sürdürülebilirlik Sürdürülebilir Kalkınma Hedefleri İşletme Eğitimi

Etik Beyan

Bu çalışmanın, özgün bir çalışma olduğunu; çalışmanın hazırlık, veri toplama, analiz ve bilgilerin sunumu olmak üzere tüm aşamalarından bilimsel etik ilke ve kurallarına uygun davrandığımızı; bu çalışma kapsamında elde edilen tüm veri ve bilgiler için kaynak gösterdiğimizi ve bu kaynaklara kaynakçada yer verdiğimizi; kullanılan verilerde herhangi bir değişiklik yapmadığımızi, araştırmacı etik görev ve sorumluluklarına riayet ettiğimizi beyan ederiz. Herhangi bir zamanda, çalışmayla ilgili yaptığımız bu beyana aykırı bir durumun saptanması durumunda, ortaya çıkacak tüm ahlaki ve hukuki sonuçlara razı olduğumuzu bildiririz. Ek olarak, çalışmamızın tarafsızlığı ile ilgili bilinmesi gereken herhangi bir mali katkı veya diğer çıkar çatışma ihtimali (potansiyeli) ve ilişki alanı yoktur.

Kaynakça

  • Aarseth, E., Smedstad, S. M., & Sunnanå, L. (2003). A multi-dimensional typology of games. In M. Copier & J. Raessens (Eds.), Proceedings of Level Up Conference (48-53). Utrecht, Netherlands: Utrecht University & Digital Games Research Association.
  • Adams, S.P., Du Preez, R. (2022). Supporting Student Engagement Through the Gamification of Learning Activities: A Design-Based Research Approach. Tech Know Learn, 27, 119–138. https://doi.org/10.1007/s10758-021-09500-x
  • Alam, A. (2022). Mapping a sustainable future through conceptualization of transformative learning framework, education for sustainable development, critical reflection, and responsible citizenship: An exploration of pedagogies for twenty-first century learning. ECS Transactions, 107 (1), 9827-9840. https://doi.org/10.1149/10701.9827ecst
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  • Anderson, T., & Rivera Vargas, P. (2020). A critical look at educational technology from a distance education perspective. Digital Education Review, 37, 208-229. https://doi.org/10.1344/der.2020.37.208-229
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  • Gawel, A., Strykowski, S., & Madias, K. (2022). Implementing sustainability into virtual simulation games in business higher education. Education Sciences, 12 (9), 599. https://doi.org/10.3390/educsci12090599
  • Gómez-Ruiz, M. L., Morales-Yago, F. J., & de Lázaro-Torres, M. L. (2021). Outdoor education, the enhancement, and sustainability of cultural heritage: medieval Madrid. Sustainability, 13 (3), 1106. https://doi.org/10.3390/su13031106
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  • Hermann, R. R., & Bossle, M. B. (2020). Bringing an entrepreneurial focus to sustainability education: A teaching framework based on content analysis. Journal of Cleaner Production, 246, 119038. https://doi.org/10.1016/j.jclepro.2019.119038
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  • Kaya, A. B., & Özkan, A. T. (2024). Tıp Eğitiminde Oyunlaştırma ve Motivasyon. Avrasya Sağlık Bilimleri Dergisi, 7 (2), 130-135. https://doi.org/10.53493/avrasyasbd.1322263
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  • Krath, J., Schürmann, L., & Von Korflesch, H. F. (2021). Revealing the theoretical basis of gamification: A systematic review and analysis of theory in research on gamification, serious games and game-based learning. Computers in Human Behavior, 125, 106963. https://doi.org/10.1016/j.chb.2021.106963
  • Lamrani, R., & Abdelwahed, E. H. (2020). Game-based learning and gamification to improve skills in early years education. Computer Science and Information Systems, 17 (1), 339-356. https://doi.org/10.2298/CSIS190511043L
  • Landers, R. N., Auer, E. M., Collmus, A. B., & Armstrong, M. B. (2018). Gamification science, its history and future: definitions and a research agenda. Simulation & Gaming, 49 (3), 315–337. https://doi.org/10.1177/1046878118774385
  • Locke, E. A. (1968). Toward a theory of task motivation and incentives. Organizational behavior and human performance, 3 (2), 157-189. https://doi.org/10.1016/0030-5073(68)90004-4
  • Lopez, C. E., & Tucker, C. S. (2019). The effects of player type on performance: A gamification case study. Computers in Human Behavior, 91, 333–345. https://doi.org/10.1016/j.chb.2018.10.005
  • Luo, Z. (2022). Gamification for educational purposes: What are the factors contributing to varied effectiveness?. Education and Information Technologies, 27 (1), 891-915. https://doi.org/10.1007/s10639-021-10642-9
  • Lu, H., Zhao, G., & Liu, S. (2024). Integrating circular economy and Industry 4.0 for sustainable supply chain management: A dynamic capability view. Production Planning & Control, 35 (2), 170-186. https://doi.org/10.1080/09537287.2022.2063198
  • Mahmud, S. N. D., Husnin, H., & Tuan Soh, T. M. (2020). Teaching presence in online gamified education for sustainability learning. Sustainability, 12 (9), 3801. https://doi.org/10.3390/su12093801
  • Manshoven, S., & Gillabel, J. (2021). Learning through play: a serious game as a tool to support circular economy education and business model innovation. Sustainability, 13 (23), 13277. https://doi.org/10.3390/su132313277
  • Maskeliūnas, R., Kulikajevas, A., Blažauskas, T., Damaševičius, R., & Swacha, J. (2020). An interactive, serious mobile game that supports learning programming in JavaScript in the context of eco-friendly city management. Computers, 9 (4), 102. https://doi.org/10.3390/computers9040102
  • McGowan, N., López-Serrano, A., & Burgos, D. (2023). Serious Games and Soft Skills in Higher Education: A Case Study of the Design of Compete! Electronics, 12 (6), 1432. https://doi.org/10.3390/electronics12061432
  • Navarro-Espinosa, J. A., Vaquero-Abellán, M., Perea-Moreno, A. J., Pedrós-Pérez, G., Martínez-Jiménez, M. D. P., & Aparicio-Martínez, P. (2022). Gamification is a promoting tool of motivation for creating sustainable higher education institutions. International Journal of Environmental Research and Public Health, 19 (5), 2599. https://doi.org/10.3390/ijerph19052599
  • Ng, L. K., & Lo, C. K. (2022). Flipped classroom and gamification approach: Its impact on performance and academic commitment on sustainable learning in education. Sustainability, 14 (9), 5428. https://doi.org/10.3390/su14095428
  • Ouariachi, T., Li, C. Y., & Elving, W. J. (2020). Gamification approaches for education and engagement on pro-environmental behaviors: Searching for best practices. Sustainability, 12 (11), 4565. https://doi.org/10.3390/su12114565
  • Park, S., & Kim, S. (2023). The Avaritia: Entrepreneurship Practice to Understand the Problem of Information Control through Gamification. Sustainability, 15 (8), 6738. https://doi.org/10.3390/su15086738
  • Prasad, K. (2021). Gamification and its Applications. Journal of Business Strategy, Finance and Management, 2 (2).
  • Runnerstrom, M. G., Denaro, K., & DiVincenzo, J. (2024). Exploring the Impact of Gamified Role-Playing on Climate Change Knowledge and Nature Relatedness: Evidence from an Online Undergraduate Course on Environmental Health. Sustainability, 16 (11), 4484. https://doi.org/10.3390/su16114484
  • Rzemieniak, M., & Wawer, M. (2021). Employer branding in the context of the company’s sustainable development strategy from the perspective of gender diversity of generation Z. Sustainability, 13 (2), 828. https://doi.org/10.3390/su13020828
  • Saleem, A. N., Noori, N. M., & Ozdamli, F. (2022). Gamification applications in E-learning: A literature review. Technology, Knowledge and Learning, 27 (1), 139-159. https://doi.org/10.1007/s10758-020-09487-x
  • Santos-Villalba, M. J., Leiva Olivencia, J. J., Navas-Parejo, M. R., & Benítez-Márquez, M. D. (2020). Higher education students’ assessments towards gamification and sustainability: A case study. Sustainability, 12 (20), 8513. https://doi.org/10.3390/su12208513
  • Sam, R., Jamil, H. B., & Md Zain, A. N. (2024). Cambodia's higher education development in historical perspectives (1863-2012). Available at SSRN 4850855. https://dx.doi.org/10.2139/ssrn.4850855
  • Sezgin, S., Bozkurt, A., Yılmaz, E. A., & Van Der Linden, N. (2018). Oyunlaştırma, eğitim ve kuramsal yaklaşımlar: Öğrenme süreçlerinde motivasyon, adanmışlık ve sürdürebilirlik. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, (45), 169-189. https://doi.org/10.21764/maeuefd.339909
  • Shah, Z., Kennedy-Clark, S., Xie, Y., Rahim, M. S., Mahdavi, M., & Levula, A. (2022). Teacher views on teaching sustainability in higher education institutes in Australia. Sustainability, 14 (14), 8431. https://doi.org/10.3390/su14148431
  • Sharifzadeh, N., Kharrazi, H., Nazari, E., Tabesh, H., Edalati Khodabandeh, M., Heidari, S., & Tara, M. (2020). Health education serious games targeting health care providers, patients, and public health users: scoping review. JMIR serious games, 8 (1), e13459. https://doi.org/10.2196/13459
  • Tan, C. K., & Nurul‐Asna, H. (2023). Serious games for environmental education. Integrative Conservation, 2 (1), 19-42. https://doi.org/10.1002/inc3.18
  • Tang, H. D. (2019). Research on the classification of video games based on educational perspective. China Educational Technology & Equipment, 7, 60–62+67.
  • Tasdemir, C., & Gazo, R. (2020). Integrating sustainability into higher education curriculum through a transdisciplinary perspective. Journal of Cleaner Production, 265, 121759. https://doi.org/10.1016/j.jclepro.2020.121759
  • Thomas, N. J., & Baral, R. (2023). Mechanism of gamification: Role of flow in the behavioral and emotional pathways of engagement in management education. The International Journal of Management Education, 21 (1), 100718. https://doi.org/10.1016/j.ijme.2022.100718
  • Tranfield, D., Denyer, D., & Smart, P. (2003). Towards a methodology for developing evidence‐informed management knowledge by means of systematic review. British Journal of Management, 14 (3), 207-222. https://doi.org/10.1016/j.ijme.2022.100718
  • Vossen, D. P. (2004). The nature and classification of games. AVANTE-ONTARIO, 10 (1), 53–68.
  • Walsh, Z., Böhme, J., & Wamsler, C. (2021). Towards a relational paradigm in sustainability research, practice, and education. Ambio, 50, 74-84. https://doi.org/10.1007/s13280-020-01322-y
  • Wamsler, C. (2020). Education for sustainability: Fostering a more conscious society and transformation towards sustainability. International Journal of Sustainability in Higher Education, 21 (1), 112-130. https://doi.org/10.1108/IJSHE-04-2019-0152
  • Werbach, K., & Hunter, D. (2012). For the Win: How Game Thinking Can Revolutionize Your Business. Wharton Digital Press.
  • Whittaker, L., Russell‐Bennett, R., & Mulcahy, R. (2021). Reward‐based or meaningful gaming? A field study on game mechanics and serious games for sustainability. Psychology & Marketing, 38 (6), 981-1000. https://doi.org/10.1002/mar.21476
  • Xue, J., Qi, Z. G., & Lv, F. (2015). A review of the current situation of domestic education games. Educational Information Technology, 3 (24), 53–55.
  • Yıldız, B., & Kahraman, Ü. G. (2024). Yönetim Bilişim Sistemleri Öğrencilerinin Oyunlaştırmaya Yönelik Algısının Belirlenmesi. Oğuzhan Sosyal Bilimler Dergisi, 6 (1), 23-34. https://doi.org/10.55580/oguzhan.1447245
  • Yu, Z., Gao, M., & Wang, L. (2021). The effect of educational games on learning outcomes, student motivation, engagement and satisfaction. Journal of Educational Computing Research, 59 (3), 522-546. https://doi.org/10.1177/0735633120969214
  • Zeybek, N., & Saygı, E. (2024). Gamification in education: Why, where, when, and how?—A systematic review. Games and Culture, 19 (2), 237-264. https://doi.org/10.1177/15554120231158625
  • Zhan, Z., Tong, Y., Lan, X., & Zhong, B. (2024). A systematic literature review of game-based learning in Artificial Intelligence education. Interactive Learning Environments, 32 (3), 1137-1158. https://doi.org/10.1080/10494820.2022.2115077
  • Zhang, F. (2024). Enhancing ESG learning outcomes through gamification: An experimental study. Plos one, 19 (5), e0303259. https://doi.org/10.1371/journal.pone.0303259
  • Zimmermannova, J., Redecker, A. P., Mensik, M., & Juergens, C. (2021). Geospatial data analysis and economic evaluation of companies for sustainable business development—an interdisciplinary teaching approach. Sustainability, 13 (20), 11245. https://doi.org/10.3390/su132011245
Toplam 86 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Pazarlama (Diğer), Strateji, Yönetim ve Örgütsel Davranış (Diğer)
Bölüm Araştırma Makalesi
Yazarlar

Özge Özgen 0000-0002-1328-3658

Banu Demirel 0000-0002-2487-0313

Gönderilme Tarihi 5 Eylül 2024
Kabul Tarihi 16 Ekim 2024
Erken Görünüm Tarihi 10 Aralık 2024
Yayımlanma Tarihi 12 Aralık 2024
DOI https://doi.org/10.16953/deusosbil.1544347
IZ https://izlik.org/JA57HH95BB
Yayımlandığı Sayı Yıl 2024 Cilt: 26 Sayı: 4

Kaynak Göster

APA Özgen, Ö., & Demirel, B. (2024). GAMIFICATION IN SUSTAINABILITY LEARNING IN BUSINESS EDUCATION. Dokuz Eylül Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 26(4), 1667-1695. https://doi.org/10.16953/deusosbil.1544347

Dokuz Eylül Üniversitesi Sosyal Bilimler Enstitüsü Dergisi Aile Yılı Özel Sayısı Çağrısı
Sayı Editörü
Prof. Dr. NEBİYE KONUK KANDEMİR

Sevgili Araştırmacılar ve Değerli Yazarlar,
Aile, toplumun temel yapı taşıdır ve bireylerin gelişimi ile sosyal yaşamın şekillenmesinde kritik bir rol oynamaktadır. Aile yapıları ve dinamikleri, tarihsel, kültürel ve toplumsal faktörlerle şekillenirken, bu faktörlerin aile içerisinde yaşanan sorunları, ilişkileri ve güç dengelerini nasıl etkilediği büyük bir önem taşımaktadır. 2025 yılı "Aile Yılı" olarak ilan edilmesi, aile olgusunun daha geniş bir perspektiften ele alınmasını ve bu konudaki farkındalığın artırılmasını hedeflemektedir.
Dokuz Eylül Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, "Cilt: 28 Sayı: Özel Sayı" olarak 2026 yılında yayımlanacak olan Aile Yılı Özel Sayısı'na yönelik makale çağrısında bulunmaktadır. Bu özel sayı, aile yapılarını, rollerini ve dinamiklerini inceleyen çalışmalara ev sahipliği yapmayı hedeflemektedir.
Aile ile ilgili çalışmalara olan ihtiyaç, yalnızca bireysel düzeyde değil, toplumsal düzeyde de açıktır. Son yıllarda, aile içi ilişkilerin sağlıklı bir şekilde sürdürülmesi, toplumsal cinsiyet eşitliği, kadın hakları, çocuk sağlığı ve eğitim gibi konular ön plana çıkmış, bu konularda yapılacak bilimsel araştırmaların önemi artmıştır. Aile Yılı Özel Sayısı'nın hazırlanması, bu kritik meselelerin sistematik bir biçimde incelenmesine ve topluma duyurulmasına olanak sağlayacaktır.
Bu özel sayı, aile dinamiklerini, ilişkilerini ve sorunlarını derinlemesine inceleyen, özgün ve yenilikçi çalışmaları bir araya getirerek, alanında önemli bir kaynak oluşturmayı hedeflemektedir. Ayrıca, uzmanların görüşleri ve çeşitli disiplinlerden gelen katkılar sayesinde, aile kavramına dair güncel bakış açıları sunulacak, toplumsal fayda sağlanacaktır.
Aşağıda, özel sayıda kabul edilebilecek (ama bunlarla sınırlı olmayan) güncellenmiş konular listesi yer almaktadır:

• Aile Yapıları ve Değişimi
• Geleneksel ve Modern Aile Rolleri
• Aile İçi İletişim ve İlişkiler
• Ailedeki Psiko-Sosyal Dinamikler
• Aile İlişkilerinde Kültürel Farklılıklar
• Evlilik ve Boşanma Dinamikleri
• Aile ve Çocuk Gelişimi
• Ebeveynlik Stilleri ve Çocuk Üzerindeki Etkileri
• Aile Ekonomisi ve Sosyal Politika
• Aileyi Etkileyen Toplumsal Değişimler
• Aile ve Eğitim İlişkisi
• Ailede Şiddet ve Koruma Mekanizmaları
• Aile İçi Sağlık ve Refah
• Kadınların Aile İçindeki Rolü ve Değişen Dinamikleri
• Kadın Hakları ve Aile İlişkileri
• Kadının Aile Üyeleriyle İlişkileri ve Güç Dinamikleri
• Ailede Cinsiyet Eşitliği
İki bağımsız anonim hakem tarafından değerlendirmeden geçecek makaleler, kabul edilmesi halinde, Aralık 2026'da yayımlanacak özel sayımızda yer alacaktır. Gelecek sayıların dolmuş olması ve süreçte makale yoğunluğunun bulunması nedeniyle dergimiz, özel sayı dışında makale kabulüne kapalıdır. Özel sayı dışında dergimize gönderilen makaleler iade edilecektir.
Saygılarımızla