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The Effect of Computer Game on Coding Learning: A Case Study of University Students

Yıl 2020, Sayı: 20, 456 - 465, 31.12.2020
https://doi.org/10.31590/ejosat.702460

Öz

The rapid change of computer and internet technology such as IoT (Internet of Things) or cloud computing have a serious impact on human life. Knowing the coding language is one of the way to keep up with this rapid change in computer and internet technology. This is why coding is seen as the new equivalent of terms such as thinking and producing, as well as being as important as spoken languages in recent times. One of the most important advantages of having coding knowledge is the possibility of finding jobs in almost every business area. Because of these advantages, the importance of having coding knowledge is gradually increasing. For this purpose, coding education has been added to the curriculum and started to be taught in many countries. This study examines the contribution of coding in education using computer games to make coding education more popular and easier. The main argument for the analysis of this study was the unsuccessful results of university students in coding courses. This study was conducted on two different groups in computer laboratory. In the first group, coding lessons and assignments were given by using computer games. However, the second group completed their education using classical educational materials. This study was carried out during a school term (almost 12 weeks) and the participation of the students between two groups, results of the exams, attendance and their interest in coding were compared accordingly. The analyses conducted mid-term and end of term reflected significant differences between two groups. Additionally, same results showed an increase in coding among the students in the group who were given coding training using games , and this interest was reflected in their exam results. Finally, the success rate of coding education through computer game was higher than the previous coding education. Considering that computer games have disadvantages as well as advantages, all analyses determined that the effect on computer games on coding education was significant.

Kaynakça

  • Adachi, P. J. C., & Willoughby, T. (2013). More than just fun and Games: The longitudinal relationships between strategic video games, self-reported problem solving skills, and academic grades. Journal of Youth and Adolescence, 42(7), 1041e1052. https://doi.org/10.1007/s10964-013-9913-9.
  • Arango-López, J., Valdivieso, C. C. C., Collazos, C. A., Vela, F. L. G., & Moreira, F. (2019). CREANDO: Tool for creating pervasive games to increase the learning motivation in higher education students. Telematics and Informatics, 38, 62-73.
  • Arıkan, E. E., & Ünsal, K. (2019) Ortaokul Ve Lise Okul Yöneticilerinin Kodlama Eğitimine Yönelik Görüşlerinin İncelenmesi (Bağcılar İlçesi Örneği). İzü Eğitim Dergisi, 1(2), 250-284.
  • Aytekin, A., Çakır, F. S., Yücel, Y. B., & Kulaözü, İ. (2018). Geleceğe Yön Veren Kodlama Bilimi Ve Kodlama Öğrenmede Kullanılabilecek Bazı Yöntemler. Avrasya Sosyal ve Ekonomi Araştırmaları Dergisi, 5(5), 24-41.
  • Barr, M. (2017). Video games can develop graduate skills in higher education students: A randomised trial. Computers & Education, 113, 86-97.
  • Barr, M. (2018). Student attitudes to games-based skills development: Learning from video games in higher education. Computers in Human Behavior, 80, 283-294.
  • Başaran, B. A. (2017). Çocuklar için kodlama. Antalya, Muratpaşa, Türkiye.
  • Baz, F. Ç. (2018). Çocuklar için kodlama yazılımları üzerine karşılaştırmalı bir inceleme. Current Research in Education, 4(1), 36-47.
  • Bourgonjon, J., Vandermeersche, G., De Wever, B., Soetaert, R., & Valcke, M. (2016). Players’ perspectives on the positive impact of video games: A qualitative content analysis of online forum discussions, new media & society, 18(8), 1732-1749.
  • Campe, S., & Denner, J. (2015). Programming games for learning: A research synthesis. In annual meeting of the American Educational Research Association, Chicago, IL.
  • Coravu, L., Marian, M., & Ganea, E. (2015). Scratch and recreational coding for kids. In 2015 14th RoEduNet International Conference-Networking in Education and Research (RoEduNet NER) (pp. 85-89). IEEE.
  • Çavuş, S., Ayhan, B., & Tuncer, M. (2016). Bilgisayar oyunları ve bağımlılık: Üniversite öğrencileri üzerine bir alan araştırması. De Gortari, A. B. O., Aronsson, K., & Griffiths, M. (2011). Game Transfer Phenomena in video game playing: A qualitative interview study. International Journal of Cyber Behavior, Psychology and Learning (IJCBPL), 1(3), 15-33.
  • Demirer, V., & Nurcan, S. A. K. (2016). Dünyada ve Türkiye'de programlama eğitimi ve yeni yaklaşımlar. Eğitimde Kuram ve Uygulama, 12(3), 521-546.
  • Din, Z. U., & Gibson Jr, G. E. (2019). Serious games for learning prevention through design concepts: An experimental study. Safety science, 115, 176-187.
  • Dolmaz, M. (2019). The Views of Social Studies Teacher Candidates on Coding and Production of Educational Materials through Coding. Universal Journal of Educational Research, 7(5), 1286-1300.
  • Dos Santos, E. C. O., Batista, G. B., de Sousa, V. H. V., & Clua, E. W. (2014). Structural Analysis for Simple Games Source Codes Applied to Programming Learning. In 2014 Brazilian Symposium on Computer Games and Digital Entertainment (pp. 71-79). IEEE.
  • Falloon, G. (2016). An analysis of young students' thinking when completing basic coding tasks using Scratch Jnr. On the iPad. Journal of Computer Assisted Learning, 32(6), 576-593.
  • Hamari, J., Shernoff, D. J., Rowe, E., Coller, B., Asbell-Clarke, J., & Edwards, T. (2016). Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning. Computers in human behavior, 54, 170-179.
  • Huizinga, J. (2013). Homo Ludens (4. b.). (M. A. Kılıçbay, Çev.) İstanbul: Ayrıntı Yayınları.
  • Iacovides, I., Aczel, J., Scanlon, E., & Woods, W. (2012). Investigating the relationships between informal learning and player involvement in digital games. Learning, Media and Technology, 37(3), 321-327.
  • Kaplancali, U. T., & Demirkol, Z. (2017). Teaching Coding to Children: A Methodology for Kids 5+. International Journal of Elementary Education, 6(4), 32-37.
  • Keçeci, G., Alan, B., & Zengin, F. K. (2016). Eğitsel Bilgisayar Oyunları Destekli Kodlama Öğrenimine Yönelik Tutum Ölçeği: Geçerlilik Ve Güvenirlik Çalışması. Education Sciences, 11(3), 184-194.
  • Martin, W., Silander, M., & Rutter, S. (2019). Digital games as sources for science analogies: Learning about energy through play. Computers & Education, 130, 1-12.
  • Oluk, A., Korkmaz, Ö., & Oluk, H. A. (2018). Scratch'ın 5. Sınıf Öğrencilerinin Algoritma Geliştirme ve Bilgi-İşlemsel Düşünme Becerilerine Etkisi. Turkish Journal of Computer and Mathematics Education, 9(1), 54-71.
  • Resnick, M., Maloney, J., Monroy-Hernández, A., Rusk, N., Eastmond, E., Brennan, K., & Kafai, Y. (2009). Scratch: programming for all. Communications of the ACM, 52(11), 60-67.
  • Resnick, M., & Silverman, B. (2005). Some reflections on designing construction kits for kids. In Proceedings of the 2005 conference on Interaction design and children (pp. 117-122).
  • Rozali, N. F., & Zaid, N. M. (2017). Code puzzle: ActionScript 2.0 learning application based on problem based learning approach. In 2017 6th ICT International Student Project Conference (ICT-ISPC) (pp. 1-4). IEEE.
  • Ruggiero, D. (2015). The effect of a persuasive social impact game on affective learning and attitude. Computers in Human Behavior, 45, 213-221.
  • Sayın, Z., & Seferoğlu, S. S. (2016). Yeni bir 21. yüzyıl becerisi olarak kodlama eğitimi ve kodlamanın eğitim politikalarına etkisi. Akademik Bilişim Konferansı, 3-5.
  • Shute, V. J., Ventura, M., & Ke, F. (2015). The power of play: The effects of Portal 2 and Lumosity on cognitive and noncognitive skills. Computers & education, 80, 58-67.
  • Taylor, M., Harlow, A., & Forret, M. (2010). Using a computer programming environment and an interactive whiteboard to investigate some mathematical thinking. Procedia-Social and Behavioral Sciences, 8, 561-570.
  • Vasalou, A., Khaled, R., Holmes, W., & Gooch, D. (2017). Digital games-based learning for children with dyslexia: A social constructivist perspective on engagement and learning during group game-play. Computers & Education, 114, 175-192.
  • Williams, L., & Cernochova, M. (2013). Literacy from scratch. In Proceedings of the 10th IFIP World Conference on Computers in Education, WCCE (pp. 17-27).
  • Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35.
  • Wu, S. Y., Hou, H. T., & Hwang, W. Y. (2012). Exploring students' cognitive dimensions and behavioral patterns during a synchronous peer assessment discussion activity using instant messaging. Asia-Pacific Education Researcher (De La Salle University Manila), 21(3).
  • Yang, J. C., & Teng, S. (2014). How Game Experiences Affect Game Behavioral Patterns in a MMORPG-based Learning Environment?. In 2014 IIAI 3rd International Conference on Advanced Applied Informatics (pp. 377-381). IEEE.
  • Yecan, E., Özçınar, H. & Tanyeri, T. (2017). Bilişim teknolojileri öğretmenlerinin görsel programlama öğretimi deneyimleri. Elementary Education Online, 16(1), 377-393.
  • Yücel, Y., & Rızvanoğlu, K. (2019). Battling gender stereotypes: A user study of a code-learning game,“Code Combat,” with middle school children. Computers in Human Behavior, 99, 352-365.

Bilgisayar Oyununun Kodlama Öğrenimine Olan Etkisi: Üniversite Öğrencileri Üzerinde Durum Analizi

Yıl 2020, Sayı: 20, 456 - 465, 31.12.2020
https://doi.org/10.31590/ejosat.702460

Öz

IoT (Nesnelerin İnterneti) veya bulut bilişim gibi bilgisayar ve internet teknolojisinin hızlı bir şekilde değişmesi insan yaşamını ciddi şekilde etkiliyor. Kodlama dilini bilmek, bilgisayar ve internet teknolojisindeki bu hızlı değişime ayak uydurma yollarından biridir. Kodlamanın son zamanlarda konuşulan diller kadar önemli olmasının yanı sıra düşünme ve üretme gibi terimlerin yeni eşdeğeri olarak görülmesinin nedeni budur. Kodlama bilgisine sahip olmanın en önemli avantajlarından biri, hemen hemen her alanda iş bulma olasılığıdır. Bu imkanlardan dolayı, kodlama bilgisine sahip olmanın önemi giderek artmaktadır. Bu amaçla birçok ülkede kodlama eğitimi müfredata eklenmiş ve öğretilmeye başlanmıştır. Bu çalışmada kodlama eğitimini daha popüler ve kolay hale getirmek için bilgisayar oyunları kullanarak kodlama eğitimine katkısı incelenmiştir. Bu çalışmanın yapılmasında ki temel problem üniversite öğrencilerinin kodlama derslerindeki başarısız sonuçları olmuştur. Bu çalışma laboratuvar ortamında olup iki farklı grup kullanılmıştır. İlk grupta bilgisayar oyunları kullanarak kodlama dersi ve ödevler verildi. Fakat ikinci grup klasik eğitim materiyallerini kullanarak eğtimini tamamlamıştır. Yapılan bu çalışma bir eğitim dönemi (12 hafta) boyunca uygulanıp, iki grup arasındaki öğrencilerin derse olan katılımı, sınav sonuçları ve kodlamaya olan ilgisi karşılaştırılmıştır. Dönem ortasında ve sonunda yapılan analizlerde iki grup arasında ciddi farklar olduğu göze çarpmıştır. Ayrıca dönem ortası ve sonu analizlerindeki sonuçlarda, oyun kullanılarak kodlama eğitimi verilen gruptaki öğrenciler arasında da kodlamaya olan ilgi artmış ve bu ilgi notlarına da yansımıştır. Son olarak, bilgisayar oyunu ile verilen kodlama eğitiminin başarı oranı geçmiş dönemki kodlama eğitimine göre daha fazla olmuştur. Yapılan tüm analizlerin sonucunda, bilgisayar oyunlarının dezavantajları yanında avantajlarının da olduğu göz önünde bulundurularak, kodlama eğitimine olan etkisinin ciddi oranda olduğu tespit edilmiştir.

Kaynakça

  • Adachi, P. J. C., & Willoughby, T. (2013). More than just fun and Games: The longitudinal relationships between strategic video games, self-reported problem solving skills, and academic grades. Journal of Youth and Adolescence, 42(7), 1041e1052. https://doi.org/10.1007/s10964-013-9913-9.
  • Arango-López, J., Valdivieso, C. C. C., Collazos, C. A., Vela, F. L. G., & Moreira, F. (2019). CREANDO: Tool for creating pervasive games to increase the learning motivation in higher education students. Telematics and Informatics, 38, 62-73.
  • Arıkan, E. E., & Ünsal, K. (2019) Ortaokul Ve Lise Okul Yöneticilerinin Kodlama Eğitimine Yönelik Görüşlerinin İncelenmesi (Bağcılar İlçesi Örneği). İzü Eğitim Dergisi, 1(2), 250-284.
  • Aytekin, A., Çakır, F. S., Yücel, Y. B., & Kulaözü, İ. (2018). Geleceğe Yön Veren Kodlama Bilimi Ve Kodlama Öğrenmede Kullanılabilecek Bazı Yöntemler. Avrasya Sosyal ve Ekonomi Araştırmaları Dergisi, 5(5), 24-41.
  • Barr, M. (2017). Video games can develop graduate skills in higher education students: A randomised trial. Computers & Education, 113, 86-97.
  • Barr, M. (2018). Student attitudes to games-based skills development: Learning from video games in higher education. Computers in Human Behavior, 80, 283-294.
  • Başaran, B. A. (2017). Çocuklar için kodlama. Antalya, Muratpaşa, Türkiye.
  • Baz, F. Ç. (2018). Çocuklar için kodlama yazılımları üzerine karşılaştırmalı bir inceleme. Current Research in Education, 4(1), 36-47.
  • Bourgonjon, J., Vandermeersche, G., De Wever, B., Soetaert, R., & Valcke, M. (2016). Players’ perspectives on the positive impact of video games: A qualitative content analysis of online forum discussions, new media & society, 18(8), 1732-1749.
  • Campe, S., & Denner, J. (2015). Programming games for learning: A research synthesis. In annual meeting of the American Educational Research Association, Chicago, IL.
  • Coravu, L., Marian, M., & Ganea, E. (2015). Scratch and recreational coding for kids. In 2015 14th RoEduNet International Conference-Networking in Education and Research (RoEduNet NER) (pp. 85-89). IEEE.
  • Çavuş, S., Ayhan, B., & Tuncer, M. (2016). Bilgisayar oyunları ve bağımlılık: Üniversite öğrencileri üzerine bir alan araştırması. De Gortari, A. B. O., Aronsson, K., & Griffiths, M. (2011). Game Transfer Phenomena in video game playing: A qualitative interview study. International Journal of Cyber Behavior, Psychology and Learning (IJCBPL), 1(3), 15-33.
  • Demirer, V., & Nurcan, S. A. K. (2016). Dünyada ve Türkiye'de programlama eğitimi ve yeni yaklaşımlar. Eğitimde Kuram ve Uygulama, 12(3), 521-546.
  • Din, Z. U., & Gibson Jr, G. E. (2019). Serious games for learning prevention through design concepts: An experimental study. Safety science, 115, 176-187.
  • Dolmaz, M. (2019). The Views of Social Studies Teacher Candidates on Coding and Production of Educational Materials through Coding. Universal Journal of Educational Research, 7(5), 1286-1300.
  • Dos Santos, E. C. O., Batista, G. B., de Sousa, V. H. V., & Clua, E. W. (2014). Structural Analysis for Simple Games Source Codes Applied to Programming Learning. In 2014 Brazilian Symposium on Computer Games and Digital Entertainment (pp. 71-79). IEEE.
  • Falloon, G. (2016). An analysis of young students' thinking when completing basic coding tasks using Scratch Jnr. On the iPad. Journal of Computer Assisted Learning, 32(6), 576-593.
  • Hamari, J., Shernoff, D. J., Rowe, E., Coller, B., Asbell-Clarke, J., & Edwards, T. (2016). Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning. Computers in human behavior, 54, 170-179.
  • Huizinga, J. (2013). Homo Ludens (4. b.). (M. A. Kılıçbay, Çev.) İstanbul: Ayrıntı Yayınları.
  • Iacovides, I., Aczel, J., Scanlon, E., & Woods, W. (2012). Investigating the relationships between informal learning and player involvement in digital games. Learning, Media and Technology, 37(3), 321-327.
  • Kaplancali, U. T., & Demirkol, Z. (2017). Teaching Coding to Children: A Methodology for Kids 5+. International Journal of Elementary Education, 6(4), 32-37.
  • Keçeci, G., Alan, B., & Zengin, F. K. (2016). Eğitsel Bilgisayar Oyunları Destekli Kodlama Öğrenimine Yönelik Tutum Ölçeği: Geçerlilik Ve Güvenirlik Çalışması. Education Sciences, 11(3), 184-194.
  • Martin, W., Silander, M., & Rutter, S. (2019). Digital games as sources for science analogies: Learning about energy through play. Computers & Education, 130, 1-12.
  • Oluk, A., Korkmaz, Ö., & Oluk, H. A. (2018). Scratch'ın 5. Sınıf Öğrencilerinin Algoritma Geliştirme ve Bilgi-İşlemsel Düşünme Becerilerine Etkisi. Turkish Journal of Computer and Mathematics Education, 9(1), 54-71.
  • Resnick, M., Maloney, J., Monroy-Hernández, A., Rusk, N., Eastmond, E., Brennan, K., & Kafai, Y. (2009). Scratch: programming for all. Communications of the ACM, 52(11), 60-67.
  • Resnick, M., & Silverman, B. (2005). Some reflections on designing construction kits for kids. In Proceedings of the 2005 conference on Interaction design and children (pp. 117-122).
  • Rozali, N. F., & Zaid, N. M. (2017). Code puzzle: ActionScript 2.0 learning application based on problem based learning approach. In 2017 6th ICT International Student Project Conference (ICT-ISPC) (pp. 1-4). IEEE.
  • Ruggiero, D. (2015). The effect of a persuasive social impact game on affective learning and attitude. Computers in Human Behavior, 45, 213-221.
  • Sayın, Z., & Seferoğlu, S. S. (2016). Yeni bir 21. yüzyıl becerisi olarak kodlama eğitimi ve kodlamanın eğitim politikalarına etkisi. Akademik Bilişim Konferansı, 3-5.
  • Shute, V. J., Ventura, M., & Ke, F. (2015). The power of play: The effects of Portal 2 and Lumosity on cognitive and noncognitive skills. Computers & education, 80, 58-67.
  • Taylor, M., Harlow, A., & Forret, M. (2010). Using a computer programming environment and an interactive whiteboard to investigate some mathematical thinking. Procedia-Social and Behavioral Sciences, 8, 561-570.
  • Vasalou, A., Khaled, R., Holmes, W., & Gooch, D. (2017). Digital games-based learning for children with dyslexia: A social constructivist perspective on engagement and learning during group game-play. Computers & Education, 114, 175-192.
  • Williams, L., & Cernochova, M. (2013). Literacy from scratch. In Proceedings of the 10th IFIP World Conference on Computers in Education, WCCE (pp. 17-27).
  • Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35.
  • Wu, S. Y., Hou, H. T., & Hwang, W. Y. (2012). Exploring students' cognitive dimensions and behavioral patterns during a synchronous peer assessment discussion activity using instant messaging. Asia-Pacific Education Researcher (De La Salle University Manila), 21(3).
  • Yang, J. C., & Teng, S. (2014). How Game Experiences Affect Game Behavioral Patterns in a MMORPG-based Learning Environment?. In 2014 IIAI 3rd International Conference on Advanced Applied Informatics (pp. 377-381). IEEE.
  • Yecan, E., Özçınar, H. & Tanyeri, T. (2017). Bilişim teknolojileri öğretmenlerinin görsel programlama öğretimi deneyimleri. Elementary Education Online, 16(1), 377-393.
  • Yücel, Y., & Rızvanoğlu, K. (2019). Battling gender stereotypes: A user study of a code-learning game,“Code Combat,” with middle school children. Computers in Human Behavior, 99, 352-365.
Toplam 38 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Mühendislik
Bölüm Makaleler
Yazarlar

Ersin Çağlar 0000-0002-2175-5141

Yayımlanma Tarihi 31 Aralık 2020
Yayımlandığı Sayı Yıl 2020 Sayı: 20

Kaynak Göster

APA Çağlar, E. (2020). The Effect of Computer Game on Coding Learning: A Case Study of University Students. Avrupa Bilim Ve Teknoloji Dergisi(20), 456-465. https://doi.org/10.31590/ejosat.702460