Araştırma Makalesi
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Yükseköğretimde Dijital Oyun Tabanlı Öğrenme Ortamından Yansımaların İncelenmesi

Yıl 2021, Cilt 11, Sayı 3, 503 - 515, 31.12.2021

Öz

Bu araştırma ile dijital oyun tabanlı öğrenme ortamından yansımaların ortaya konulması amaçlanmıştır. Araştırmanın çalışma grubunu bir devlet üniversitesinde öğrenim görmekte olan 28 matematik öğretmeni adayı oluşturmaktadır. Özel durum çalışması kapsamında yürütülen araştırmada veriler dijital oyunların oynanması sürecinde kullanılan çalışma yaprakları, oyunlara yönelik görüş formu ve gözlemler yolu ile toplanmıştır. Araştırma haftada 2 saat teorik olmak üzere 14 hafta yürütülen Oyunla Matematik Öğretimi dersinin 3 haftalık bölümünü oluşturmaktadır. Tasarlanan öğrenme ortamında dijital oyunlar öğretmen adaylarına tanıtılmış, oyunları oynamaları, oyun oynama sürecinde oyuna yönelik notlar tutmaları ve oyunların arkasındaki matematiksel sonuçları ortaya çıkarmaları istenmiştir. Oyun etkinliklerinden sonra öğretmen adaylarından oyunları değerlendirmeleri istenmiştir. Elde edilen veriler nitel olarak değerlendirilerek, öğretmen adaylarının oyun oynama sürecindeki düşünme biçimleri ve oyunlara yönelik görüşleri doğrudan alıntılar ve ekran görüntüleri ile sunulmuştur. Araştırma bulguları tasarlanan öğrenme ortamının öğretmen adaylarına matematiksel açıdan güçlü bağlamlar hakkında düşünme ve matematiğin öğretilmesi ve öğrenilmesi hakkında farklı yöntemleri deneyimleme açısından eşşiz fırsatlar sunduğunu ortaya koymuştur. Öğrenme ortamı öğretmen adaylarına oyunları tanıma, oynama ve oyunların ardındaki matematiği anlama ve değerlendirme imkânı yanında anlamlı bir bağlam içinde tartışma, düşünme ve işbirliği için fırsatlar sunmuştur. Araştırmada eğitici dijital oyunların öğrenenler için güçlü bir araç ve etkili bir öğrenme ortamı hâline gelebileceği ve öğretmen adaylarının matematik öğretimini ilgi çekici kılan radikal bir yaklaşıma ihtiyaç duydukları sonucuna varılmıştır.

Kaynakça

  • An, Y. & Bonk, C. J. (2009). Finding that SPECIAL PLACE: Designing digital game-based learning environments. TechTrends, 53(3), 43-48.
  • Becker, K. (2001). “Teaching with games: The Minesweeper and Asteroids experience,” J. Comput. Sci. Coll., 17(2), 23–33.
  • Bragg, L. A. (2012b). Testing the effectiveness of mathematical games as a pedagogical tool for children’s learning. International Journal of Science and Mathematics Education, 10(6), 1445–1467.
  • Cai, Y.Y., Lu, B.F., Fan, Z.W., Indhumathi, C., Lim, K.T., Chan C.W., Jiang, Y., Li, L. (2006). Bio-edutainment: learning life science through X gaming. Comput Graph 30(1),3–9.
  • Chen, X., Zou, D., Cheng, G. & Xie, H. (2020). Detecting latent topics and trends in educational technologies over four decades using structural topic modeling: A retrospective of all volumes of Computers & Education. Computers & Education, 151, 103855.
  • Ebner, M. & Holzinger, A. (2007). “Successful implementation of user-centered game based learning in higher education: An example from civil engineering,” Comput. Educ. 49(3), 873–890.
  • Ernest, P. (1986). Games: A rationale for their use in the teaching of mathematics in school. Mathematics in School. 15(1), 2–5.
  • Fraenkel, J. R. & Wallen, N. E. (2006). How to Design and Evaluate Research in Education, 6th ed. Boston: McGraw-Hill, 2006. p.439.
  • Gee J. P. (2003). What Video Games Have to Teach us about Learning and Literacy. New York: Palgrave Macmillan; 2003. 256p. ISBN-10: 1403961697
  • Gee, J. P. (2005). Good video games and good learning. Phi Kappa Phi Forum, 85(2), 33–37.
  • Gros, B. (2007).Digital games in education: The Design of Games Based Learning Environments. Journal of Research on Technology in Education. 40(1), 23-28.
  • Hsu, C. C. & Wang, T. I. (2018). Applying game mechanics and student-generated questions to an online puzzle-based game learning system to promote algorithmic thinking skills. Computers & Education, 121, 73-88.
  • Johnson B. & Christensen, L. (2008). Educational Research Quantitative, Qualitative and Mixed Approaches. Thousand Oaks, CA: Sage Publications.
  • Ke, F. (2008). “A case study of computer gaming for math: Engaged learning from gameplay?,” Comput. Educ. 51 (4), 1609–1620.
  • Koparan, T. (2019). Teaching game and simulation based probability. International Journal of Assessment Tools in Education, 6 (2), 235-258.
  • Koparan, T. (2021) The impact of a game and simulation-based probability learning environment on the achievement and attitudes of prospective teachers, International Journal of Mathematical Education in Science and Technology, DOI: 10.1080/0020739X.2020.1868592
  • Lester, J.C., Spires, H.A., Nietfeld, J.L., Minogue, J., Mott, B.W. & Lobeni, E.V. (2014). Designing game-based learning environments for elementary science education: A narrative-centered learning perspective. Journal of Information Science, 264, 4–18. doi:10.1016/j.ins.2013.09.005
  • Li, Q. (2012). Understanding enactivism: a study of affordances and constraints of engaging practicing teachers as digital game designers. Educational Technology Research and Development, 60(5), 785–806.
  • Mokka, S., Väätänen, A., Heinilä, J. & Välkkynen, P. (2003). “Fitness Computer Game with a Bodily User Interface,” in Proceedings of the 2nd International Conference on Entertainment Computing, pp. 1–3.
  • National Council For Teachers Of Mathematics (NCTM). (2000). Principles and standards for school mathematics. Reston, VA: NCTM.
  • National Council For Teachers of Mathematics (NCTM) (2015). Strategic Use of Technology in Teaching and Learning Mathematics A Position of the National Council of Teachers of Mathematics. Reston, VA: NCTM.
  • Perrotta, C., Featherstone, G., Aston, H. & Houghton, E. (2013). Game-based learning: latest evidence and future directions. Berkshire, UK: National Foundation for Educational Research
  • Phaire, C. B. (2007). “Video Games and Mathematics Education: Studying Commercial Sports Video Games to Identify the Potential for Learning and Thinking About Mathematics,” in Proceedings of the Ninth International Conference Mathematics Education in a Global Community, pp. 1993–1995.
  • Prensky, M. (2001). Digital Game-Based Learning. New York, NY: McGraw-Hill. p.431.
  • Prensky, M. (2003). Digital game-based learning. Comput. Entertain. 1 (1), 21. https://doi.org/10.1145/950566.950596
  • Prensky M. (2007). Digital game-based learning. St. Paul, MN: Paragon House Publishers; p.464.
  • Randel, J., Morris, B., Wetzel, C. Ve Whitehill, B. (1992). The effectiveness of games for educational purposes: A review of recent research.Simulation & Gaming,23, 261-276.
  • Shaffer, D. W., Squire, K., Halverson, R. & Gee, J. P. (2005). Video games and the future of learning. Phi Delta Kappan, 87(2), 104–111.
  • Shaffer Dw. (2006). How Computer Games Help Children Learn. 2006th ed. New York: Amazon; p. 242. DOI: 10.1057/9780230601994
  • Spires, H.A. (2008). 21st-century skills and serious games: Preparing the N generation. In L.A. Annetta (Ed.), Serious educational games: From theory to practice (pp. 13–23). Rotterdam, The Netherlands: Sense.
  • Squire K. (2005). Changing the game: What happens when video games enter the classroom? Innovate, 1(6). http://www.academiccolab.org/resources/documents/Changing%20The%20Gamefinal_2.pdf.
  • Sun, C. T., Chen, L. X. & Chu, H. M. (2018). Associations among scaffold presentation, reward mechanisms, and problem-solving behaviors in gameplay. Computers & Education, 119, 95-111.
  • Tapingkae, P., Panjaburee, P., Hwang, G. & Srisawasdi, N. (2020). Effects of a formative assessment-based contextual gaming approach on students’ digital citizenship behaviors, learning motivations, and perceptions. Computers & Education, 159, 103998. doi:10.1016/j.compedu.2020.103998.
  • Taub, M., Sawyer, R., Smith, A., Rowe, J., Azevedo, R. & Lester, J. (2020). The agency effect: The impact of student agency on learning, emotions, and problem-solving behaviors in a game-based learning environment. Computers & Education, 147, 103781.
  • Yang, Q. F., Chang, S. C., Hwang, G. J. & Zou, D. (2020). Balancing cognitive complexity and gaming level: Effects of a cognitive complexity-based competition game on EFL students' English vocabulary learning performance, anxiety and behaviors. Computers & Education, 148, 103808.
  • Wiggins, B.E. (2016). An overview and study on the use of games, simulations, and gamification in higher education. International Journal of Game-Based Learning. 6(1), 18-29.
  • Wishart, J. (1990). Cognitive factors related to user involvement with computers and their effects upon learning from an educational computer game. Comput. Educ. 15(1), 145–150.
  • Yıldırım, A. & Şimşek, H. (2008). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yay.
  • Young-Loveridge, J. M. (2004). Effects on early numeracy of a program using number books and games. Early Childhood Research Quarterly, 19(1), 82–98.
  • Zhonggen, Y. (2019). A meta-analysis of use of serious games in education over a decade. International Journal of Computer Games Technology, 1, 1-8.

Investigation of Reflections from the Digital Game-Based Learning Environment in Higher Education

Yıl 2021, Cilt 11, Sayı 3, 503 - 515, 31.12.2021

Öz

With this research, it is aimed to reveal the reflections of the digital game-based learning environment. The study group of the research consists of 28 mathematics teacher candidates studying at a state university. In the research conducted within the scope of the case study, the data were collected through worksheets used in the process of playing digital games, the opinion form for the games and observations. The research constitutes the 3 week part of the Teaching Mathematics by Game course, which is conducted for 14 weeks, 2 hours theoretical per week. In the designed learning environment, digital games were introduced to pre-service teachers, they were asked to play the games, take notes regarding the game during the game play, and reveal the mathematical results behind the games. After the game activities, teacher candidates were asked to evaluate the games. The data obtained were evaluated qualitatively and the thinking styles of the teacher candidates in the process of playing games and their views on games were presented with direct quotes and screenshots. The findings of the research revealed that the designed learning environment offers prospective teachers unique opportunities to think about mathematically strong contexts and to experience different methods of teaching and learning mathematics. The learning environment provided opportunities for teacher candidates to get to know, play, and understand and evaluate the mathematics behind the games, as well as discuss, think and collaborate in a meaningful context. In the study, it was concluded that educational digital games can become a powerful tool and an effective learning environment for learners, and prospective teachers need a radical approach that makes mathematics teaching interesting.

Kaynakça

  • An, Y. & Bonk, C. J. (2009). Finding that SPECIAL PLACE: Designing digital game-based learning environments. TechTrends, 53(3), 43-48.
  • Becker, K. (2001). “Teaching with games: The Minesweeper and Asteroids experience,” J. Comput. Sci. Coll., 17(2), 23–33.
  • Bragg, L. A. (2012b). Testing the effectiveness of mathematical games as a pedagogical tool for children’s learning. International Journal of Science and Mathematics Education, 10(6), 1445–1467.
  • Cai, Y.Y., Lu, B.F., Fan, Z.W., Indhumathi, C., Lim, K.T., Chan C.W., Jiang, Y., Li, L. (2006). Bio-edutainment: learning life science through X gaming. Comput Graph 30(1),3–9.
  • Chen, X., Zou, D., Cheng, G. & Xie, H. (2020). Detecting latent topics and trends in educational technologies over four decades using structural topic modeling: A retrospective of all volumes of Computers & Education. Computers & Education, 151, 103855.
  • Ebner, M. & Holzinger, A. (2007). “Successful implementation of user-centered game based learning in higher education: An example from civil engineering,” Comput. Educ. 49(3), 873–890.
  • Ernest, P. (1986). Games: A rationale for their use in the teaching of mathematics in school. Mathematics in School. 15(1), 2–5.
  • Fraenkel, J. R. & Wallen, N. E. (2006). How to Design and Evaluate Research in Education, 6th ed. Boston: McGraw-Hill, 2006. p.439.
  • Gee J. P. (2003). What Video Games Have to Teach us about Learning and Literacy. New York: Palgrave Macmillan; 2003. 256p. ISBN-10: 1403961697
  • Gee, J. P. (2005). Good video games and good learning. Phi Kappa Phi Forum, 85(2), 33–37.
  • Gros, B. (2007).Digital games in education: The Design of Games Based Learning Environments. Journal of Research on Technology in Education. 40(1), 23-28.
  • Hsu, C. C. & Wang, T. I. (2018). Applying game mechanics and student-generated questions to an online puzzle-based game learning system to promote algorithmic thinking skills. Computers & Education, 121, 73-88.
  • Johnson B. & Christensen, L. (2008). Educational Research Quantitative, Qualitative and Mixed Approaches. Thousand Oaks, CA: Sage Publications.
  • Ke, F. (2008). “A case study of computer gaming for math: Engaged learning from gameplay?,” Comput. Educ. 51 (4), 1609–1620.
  • Koparan, T. (2019). Teaching game and simulation based probability. International Journal of Assessment Tools in Education, 6 (2), 235-258.
  • Koparan, T. (2021) The impact of a game and simulation-based probability learning environment on the achievement and attitudes of prospective teachers, International Journal of Mathematical Education in Science and Technology, DOI: 10.1080/0020739X.2020.1868592
  • Lester, J.C., Spires, H.A., Nietfeld, J.L., Minogue, J., Mott, B.W. & Lobeni, E.V. (2014). Designing game-based learning environments for elementary science education: A narrative-centered learning perspective. Journal of Information Science, 264, 4–18. doi:10.1016/j.ins.2013.09.005
  • Li, Q. (2012). Understanding enactivism: a study of affordances and constraints of engaging practicing teachers as digital game designers. Educational Technology Research and Development, 60(5), 785–806.
  • Mokka, S., Väätänen, A., Heinilä, J. & Välkkynen, P. (2003). “Fitness Computer Game with a Bodily User Interface,” in Proceedings of the 2nd International Conference on Entertainment Computing, pp. 1–3.
  • National Council For Teachers Of Mathematics (NCTM). (2000). Principles and standards for school mathematics. Reston, VA: NCTM.
  • National Council For Teachers of Mathematics (NCTM) (2015). Strategic Use of Technology in Teaching and Learning Mathematics A Position of the National Council of Teachers of Mathematics. Reston, VA: NCTM.
  • Perrotta, C., Featherstone, G., Aston, H. & Houghton, E. (2013). Game-based learning: latest evidence and future directions. Berkshire, UK: National Foundation for Educational Research
  • Phaire, C. B. (2007). “Video Games and Mathematics Education: Studying Commercial Sports Video Games to Identify the Potential for Learning and Thinking About Mathematics,” in Proceedings of the Ninth International Conference Mathematics Education in a Global Community, pp. 1993–1995.
  • Prensky, M. (2001). Digital Game-Based Learning. New York, NY: McGraw-Hill. p.431.
  • Prensky, M. (2003). Digital game-based learning. Comput. Entertain. 1 (1), 21. https://doi.org/10.1145/950566.950596
  • Prensky M. (2007). Digital game-based learning. St. Paul, MN: Paragon House Publishers; p.464.
  • Randel, J., Morris, B., Wetzel, C. Ve Whitehill, B. (1992). The effectiveness of games for educational purposes: A review of recent research.Simulation & Gaming,23, 261-276.
  • Shaffer, D. W., Squire, K., Halverson, R. & Gee, J. P. (2005). Video games and the future of learning. Phi Delta Kappan, 87(2), 104–111.
  • Shaffer Dw. (2006). How Computer Games Help Children Learn. 2006th ed. New York: Amazon; p. 242. DOI: 10.1057/9780230601994
  • Spires, H.A. (2008). 21st-century skills and serious games: Preparing the N generation. In L.A. Annetta (Ed.), Serious educational games: From theory to practice (pp. 13–23). Rotterdam, The Netherlands: Sense.
  • Squire K. (2005). Changing the game: What happens when video games enter the classroom? Innovate, 1(6). http://www.academiccolab.org/resources/documents/Changing%20The%20Gamefinal_2.pdf.
  • Sun, C. T., Chen, L. X. & Chu, H. M. (2018). Associations among scaffold presentation, reward mechanisms, and problem-solving behaviors in gameplay. Computers & Education, 119, 95-111.
  • Tapingkae, P., Panjaburee, P., Hwang, G. & Srisawasdi, N. (2020). Effects of a formative assessment-based contextual gaming approach on students’ digital citizenship behaviors, learning motivations, and perceptions. Computers & Education, 159, 103998. doi:10.1016/j.compedu.2020.103998.
  • Taub, M., Sawyer, R., Smith, A., Rowe, J., Azevedo, R. & Lester, J. (2020). The agency effect: The impact of student agency on learning, emotions, and problem-solving behaviors in a game-based learning environment. Computers & Education, 147, 103781.
  • Yang, Q. F., Chang, S. C., Hwang, G. J. & Zou, D. (2020). Balancing cognitive complexity and gaming level: Effects of a cognitive complexity-based competition game on EFL students' English vocabulary learning performance, anxiety and behaviors. Computers & Education, 148, 103808.
  • Wiggins, B.E. (2016). An overview and study on the use of games, simulations, and gamification in higher education. International Journal of Game-Based Learning. 6(1), 18-29.
  • Wishart, J. (1990). Cognitive factors related to user involvement with computers and their effects upon learning from an educational computer game. Comput. Educ. 15(1), 145–150.
  • Yıldırım, A. & Şimşek, H. (2008). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yay.
  • Young-Loveridge, J. M. (2004). Effects on early numeracy of a program using number books and games. Early Childhood Research Quarterly, 19(1), 82–98.
  • Zhonggen, Y. (2019). A meta-analysis of use of serious games in education over a decade. International Journal of Computer Games Technology, 1, 1-8.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim, Eğitim Araştırmaları
Bölüm Araştırma Makaleleri
Yazarlar

Timur KOPARAN (Sorumlu Yazar)
ZONGULDAK BÜLENT ECEVİT ÜNİVERSİTESİ
0000-0002-3174-2387
Türkiye

Yayımlanma Tarihi 31 Aralık 2021
Yayınlandığı Sayı Yıl 2021, Cilt 11, Sayı 3

Kaynak Göster

Bibtex @araştırma makalesi { higheredusci919370, journal = {Yükseköğretim ve Bilim Dergisi}, issn = {2146-5959}, eissn = {2146-5967}, address = {Zonguldak Bülent Ecevit Üniversitesi}, publisher = {Zonguldak Bülent Ecevit Üniversitesi}, year = {2021}, volume = {11}, number = {3}, pages = {503 - 515}, doi = {10.5961/higheredusci.919370}, title = {Yükseköğretimde Dijital Oyun Tabanlı Öğrenme Ortamından Yansımaların İncelenmesi}, key = {cite}, author = {Koparan, Timur} }
APA Koparan, T. (2021). Yükseköğretimde Dijital Oyun Tabanlı Öğrenme Ortamından Yansımaların İncelenmesi . Yükseköğretim ve Bilim Dergisi , 11 (3) , 503-515 . Retrieved from https://dergipark.org.tr/tr/pub/higheredusci/issue/67698/919370
MLA Koparan, T. "Yükseköğretimde Dijital Oyun Tabanlı Öğrenme Ortamından Yansımaların İncelenmesi" . Yükseköğretim ve Bilim Dergisi 11 (2021 ): 503-515 <https://dergipark.org.tr/tr/pub/higheredusci/issue/67698/919370>
Chicago Koparan, T. "Yükseköğretimde Dijital Oyun Tabanlı Öğrenme Ortamından Yansımaların İncelenmesi". Yükseköğretim ve Bilim Dergisi 11 (2021 ): 503-515
RIS TY - JOUR T1 - Yükseköğretimde Dijital Oyun Tabanlı Öğrenme Ortamından Yansımaların İncelenmesi AU - Timur Koparan Y1 - 2021 PY - 2021 N1 - DO - T2 - Yükseköğretim ve Bilim Dergisi JF - Journal JO - JOR SP - 503 EP - 515 VL - 11 IS - 3 SN - 2146-5959-2146-5967 M3 - UR - Y2 - 2021 ER -
EndNote %0 Yükseköğretim ve Bilim Dergisi Yükseköğretimde Dijital Oyun Tabanlı Öğrenme Ortamından Yansımaların İncelenmesi %A Timur Koparan %T Yükseköğretimde Dijital Oyun Tabanlı Öğrenme Ortamından Yansımaların İncelenmesi %D 2021 %J Yükseköğretim ve Bilim Dergisi %P 2146-5959-2146-5967 %V 11 %N 3 %R %U
ISNAD Koparan, Timur . "Yükseköğretimde Dijital Oyun Tabanlı Öğrenme Ortamından Yansımaların İncelenmesi". Yükseköğretim ve Bilim Dergisi 11 / 3 (Aralık 2021): 503-515 .
AMA Koparan T. Yükseköğretimde Dijital Oyun Tabanlı Öğrenme Ortamından Yansımaların İncelenmesi. J Higher Edu Sci. 2021; 11(3): 503-515.
Vancouver Koparan T. Yükseköğretimde Dijital Oyun Tabanlı Öğrenme Ortamından Yansımaların İncelenmesi. Yükseköğretim ve Bilim Dergisi. 2021; 11(3): 503-515.
IEEE T. Koparan , "Yükseköğretimde Dijital Oyun Tabanlı Öğrenme Ortamından Yansımaların İncelenmesi", Yükseköğretim ve Bilim Dergisi, c. 11, sayı. 3, ss. 503-515, Ara. 2021, doi:10.5961/higheredusci.919370