BibTex RIS Kaynak Göster

EĞİTSEL BİLGİSAYAR OYUNLARI VE BİR ÖRNEK: QUEST ATLANTİS

Yıl 2006, Cilt: 30 Sayı: 30, 220 - 229, 01.06.2006

Kaynakça

  • Aksiit, M. ve Kurfallı, H. (2005, Şubat). Bilgisayar oyunlarının eğitim aktivitelerine etkisi. Akademik Bilişim 2005 Konferansı’nda sunulan bildiri, Gaziantep, Türkiye.
  • Ausubel, D. P. (1968). Educational psychology: A cognitive view. New York, NY: Holt, Rinehart and Winston, Inc.
  • Barab, S. A., Hay, K. E., Squire, K., Barnett, M., Schmidt, R., Karrigan, K., Lynch, L. Y.. & Johnson, C. (2000). Virtual solar system project: Learning through a technology-rich, inquiry-based, participatory learning environment. Journal of Science Education and Techno- logy, 9(1), 7-25.
  • Barab, S. A., Jackson, C., Thomas, M. K.. Arici, A., Dodge, T., & Tüzün, H. (2004, July). From product development to supporting the emer— gence of a collective ethos. International Conference on Education and Information Systems: Technologies and Applications, Orlan- do, Florida.
  • Barab, S. A., Thomas, M. K., Dodge, T., Carteaux, B., & Tüzün, H. (2005). Making learning fun: Quest Atlantis. a game without guns. Edu- cational Technology Research and Development, 53(1), 86-107.
  • Barab, S. A., Thomas, M. K., Dodge, T., Goodrich, T., Carteaux, B., & Tüzün, H. (2002). Empowerment design work: Building participant structures that transform. Proceedings of the Fifth International Conference ofthe Learning Sciences, Seattle, Washington, 232-236.
  • Barab, S. A., Thomas, M. K., Dodge, T., Squire, K., & Newell, M. (2004). Critical design ethnography: Designing for change. Anthropology and Education Quarterly, 35(2), 254-268.
  • Bers, M. (2001). Identity construction environments: Developing personal and moral values through the design of a virtual city. The Journal of the Learning Sciences, I 0(4), 365-415.
  • Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds). (2002). How people learn: Brain, mind, experience. and school. Washington, DC: National Academy Press.
  • Bruner, J. S. (1973). The relevance of education. New York, NY: Norton.
  • Damer, B., Kekenes, C., & Hoffman, T. (1996). lnhabited digital spaces. Proceedings of Conference Companion on Human Factors in Com- puting Systems: Common Ground (pp. 9—10). New York, NY: ACM Press. http:/ldoi.acm.oı_'g£10.1 l45l257089257094 [November 14, 2003].
  • De Fina, A. D. (1992). Portfolio assessment: Getting started. New York, NY: Scholastic.
  • Dewey, J. (1938/1963). Experience and education. New York, NY: The Macmillan Publishing Company.
  • Dodge, T., Carteaux, R ., & Tüzün, H. (2003, Nisan). Quest atlantis: Developing participant structures that transform. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.
  • Durdu, P. O., Hotomaroğlu, A. ve Çağıltay, K. (2004, Mayıs). Türkiye ’deki öğrencilerin bilgisayar oyunu oynama alışkanlıklan ve oyun ter— cihleri: Odtü ve gazi ünivesitesi öğrencileri arası bir karşılaştırma. Bilişim Teknolojileri Işığında Eğitim Konferansı’nda sunulan bil- diri, Ankara, Türkiye.
  • Etheredge, S., & Rudnitsky, A. (2003). Introducing students to scientific inquiry: How do we know what we know?. Boston, MA: Allyn and Bacon.
  • Ferdig, R. E. (2005). Towards implementing technologies in education: Exploring the pedagogy and people of good innovations. The Turkish Online Journal of Educational Technology, 4(2), 35—43.
  • Gam‘s, R., Ahlers, R., & Driskell, J. E. (2002). Games, motivation, and learning: A research and practice model. Simulation & Gaming, 33(4), 441 —467.
  • Liu, E. Z., Zhuo, Y., & Yuan, S. (2004). Assessing higher-order thinking using a networked portfolio system with peer assessment. Intenıa- tioııal Journal of Instructional Media, 31(2), 139-149.
  • Malone, T. W., & Lepper, M. R. (1987). Making learning fun: A taxonomy of intrinsic motivations for learning. In R. E, Snow & M. J. Farr (Eds), Aptitude, learning and instruction: Conative and affective process analyses (pp. 223-253). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Mayer, R. E., Schustack, M. W., & Blanton, W. E. (1999). What do children learn from using computers in an informal, collaborative set- ting?. Educational Technology, 39(2), 27-3l .
  • Prensky, M. (2002). The motivation of gameplay or, the real let century learning revolution. On The Horizon, 10(1), 5—1 l.
  • Rogers, E. (1995). DiŞ‘usion of innovations (4th ed.). New York, NY: Free Press.
  • Schwartz, D. L., Lin, X., Brophy, S., & Bransford, J. D. (1999). Toward the development of şexibly adaptive instructional designs. In C. M. Reigeluth (Ed.), Instructional—design theories and models, Volume 2: A new paradigm of instructional theory (pp. 183-214). Mah- wah, NJ: Erlbaum.
  • Thomas, M. K. (2003). Designers’ dilemmas: The tripartheid responsibility of the instructional designer. TechTrends, 47(6), 34-39.
  • Thomas, M. K. (2004). The quest of quest atlantis: Developing a nuanced implementation of a technology-rich educational innovation. Un- published doctoral dissertation, lndiana University, Bloomington.
  • Turkle, S. (1995). Life on the screen: Identity in the age of the internet. New York, NY: Simon & Schuster.
  • Tüzün, H. (2004a). Metodyka kszta_cenia online. e-mentor, 2004(2), 9-10.
  • Tüzün, H. (2004b). Motivating learners in educational computer games. Unpublished doctoral dissertation, Indiana University, Bloomington.
  • Tüzün, H. (2006). Multiple motivations framework. In M. Pivec (Ed.), Affective and emotional aspects of human-computer interaction: Ga- me-based and innovative learning approaches (pp. 59—92). Amsterdam, Netherlands: IOS Press.
  • Tüzün, H., Yılmaz, M., Karakuş, T., İnal, Y. ve Kızılkaya, G. (2006, Şubat). Bilgisayar Oyunlarının Öğrencilerin Öğrenme ve Motivasyonu— na Olan Etkileri. Akademik Bilişim 2006 Konferansı’nda sunulan bildiri, Denizli, Türkiye.
  • Vygotsky. L. (1933/1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Yıl 2006, Cilt: 30 Sayı: 30, 220 - 229, 01.06.2006

Kaynakça

  • Aksiit, M. ve Kurfallı, H. (2005, Şubat). Bilgisayar oyunlarının eğitim aktivitelerine etkisi. Akademik Bilişim 2005 Konferansı’nda sunulan bildiri, Gaziantep, Türkiye.
  • Ausubel, D. P. (1968). Educational psychology: A cognitive view. New York, NY: Holt, Rinehart and Winston, Inc.
  • Barab, S. A., Hay, K. E., Squire, K., Barnett, M., Schmidt, R., Karrigan, K., Lynch, L. Y.. & Johnson, C. (2000). Virtual solar system project: Learning through a technology-rich, inquiry-based, participatory learning environment. Journal of Science Education and Techno- logy, 9(1), 7-25.
  • Barab, S. A., Jackson, C., Thomas, M. K.. Arici, A., Dodge, T., & Tüzün, H. (2004, July). From product development to supporting the emer— gence of a collective ethos. International Conference on Education and Information Systems: Technologies and Applications, Orlan- do, Florida.
  • Barab, S. A., Thomas, M. K., Dodge, T., Carteaux, B., & Tüzün, H. (2005). Making learning fun: Quest Atlantis. a game without guns. Edu- cational Technology Research and Development, 53(1), 86-107.
  • Barab, S. A., Thomas, M. K., Dodge, T., Goodrich, T., Carteaux, B., & Tüzün, H. (2002). Empowerment design work: Building participant structures that transform. Proceedings of the Fifth International Conference ofthe Learning Sciences, Seattle, Washington, 232-236.
  • Barab, S. A., Thomas, M. K., Dodge, T., Squire, K., & Newell, M. (2004). Critical design ethnography: Designing for change. Anthropology and Education Quarterly, 35(2), 254-268.
  • Bers, M. (2001). Identity construction environments: Developing personal and moral values through the design of a virtual city. The Journal of the Learning Sciences, I 0(4), 365-415.
  • Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds). (2002). How people learn: Brain, mind, experience. and school. Washington, DC: National Academy Press.
  • Bruner, J. S. (1973). The relevance of education. New York, NY: Norton.
  • Damer, B., Kekenes, C., & Hoffman, T. (1996). lnhabited digital spaces. Proceedings of Conference Companion on Human Factors in Com- puting Systems: Common Ground (pp. 9—10). New York, NY: ACM Press. http:/ldoi.acm.oı_'g£10.1 l45l257089257094 [November 14, 2003].
  • De Fina, A. D. (1992). Portfolio assessment: Getting started. New York, NY: Scholastic.
  • Dewey, J. (1938/1963). Experience and education. New York, NY: The Macmillan Publishing Company.
  • Dodge, T., Carteaux, R ., & Tüzün, H. (2003, Nisan). Quest atlantis: Developing participant structures that transform. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.
  • Durdu, P. O., Hotomaroğlu, A. ve Çağıltay, K. (2004, Mayıs). Türkiye ’deki öğrencilerin bilgisayar oyunu oynama alışkanlıklan ve oyun ter— cihleri: Odtü ve gazi ünivesitesi öğrencileri arası bir karşılaştırma. Bilişim Teknolojileri Işığında Eğitim Konferansı’nda sunulan bil- diri, Ankara, Türkiye.
  • Etheredge, S., & Rudnitsky, A. (2003). Introducing students to scientific inquiry: How do we know what we know?. Boston, MA: Allyn and Bacon.
  • Ferdig, R. E. (2005). Towards implementing technologies in education: Exploring the pedagogy and people of good innovations. The Turkish Online Journal of Educational Technology, 4(2), 35—43.
  • Gam‘s, R., Ahlers, R., & Driskell, J. E. (2002). Games, motivation, and learning: A research and practice model. Simulation & Gaming, 33(4), 441 —467.
  • Liu, E. Z., Zhuo, Y., & Yuan, S. (2004). Assessing higher-order thinking using a networked portfolio system with peer assessment. Intenıa- tioııal Journal of Instructional Media, 31(2), 139-149.
  • Malone, T. W., & Lepper, M. R. (1987). Making learning fun: A taxonomy of intrinsic motivations for learning. In R. E, Snow & M. J. Farr (Eds), Aptitude, learning and instruction: Conative and affective process analyses (pp. 223-253). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Mayer, R. E., Schustack, M. W., & Blanton, W. E. (1999). What do children learn from using computers in an informal, collaborative set- ting?. Educational Technology, 39(2), 27-3l .
  • Prensky, M. (2002). The motivation of gameplay or, the real let century learning revolution. On The Horizon, 10(1), 5—1 l.
  • Rogers, E. (1995). DiŞ‘usion of innovations (4th ed.). New York, NY: Free Press.
  • Schwartz, D. L., Lin, X., Brophy, S., & Bransford, J. D. (1999). Toward the development of şexibly adaptive instructional designs. In C. M. Reigeluth (Ed.), Instructional—design theories and models, Volume 2: A new paradigm of instructional theory (pp. 183-214). Mah- wah, NJ: Erlbaum.
  • Thomas, M. K. (2003). Designers’ dilemmas: The tripartheid responsibility of the instructional designer. TechTrends, 47(6), 34-39.
  • Thomas, M. K. (2004). The quest of quest atlantis: Developing a nuanced implementation of a technology-rich educational innovation. Un- published doctoral dissertation, lndiana University, Bloomington.
  • Turkle, S. (1995). Life on the screen: Identity in the age of the internet. New York, NY: Simon & Schuster.
  • Tüzün, H. (2004a). Metodyka kszta_cenia online. e-mentor, 2004(2), 9-10.
  • Tüzün, H. (2004b). Motivating learners in educational computer games. Unpublished doctoral dissertation, Indiana University, Bloomington.
  • Tüzün, H. (2006). Multiple motivations framework. In M. Pivec (Ed.), Affective and emotional aspects of human-computer interaction: Ga- me-based and innovative learning approaches (pp. 59—92). Amsterdam, Netherlands: IOS Press.
  • Tüzün, H., Yılmaz, M., Karakuş, T., İnal, Y. ve Kızılkaya, G. (2006, Şubat). Bilgisayar Oyunlarının Öğrencilerin Öğrenme ve Motivasyonu— na Olan Etkileri. Akademik Bilişim 2006 Konferansı’nda sunulan bildiri, Denizli, Türkiye.
  • Vygotsky. L. (1933/1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Toplam 32 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Hakan Tüzün Bu kişi benim

Yayımlanma Tarihi 1 Haziran 2006
Yayımlandığı Sayı Yıl 2006 Cilt: 30 Sayı: 30

Kaynak Göster

APA Tüzün, H. (2006). EĞİTSEL BİLGİSAYAR OYUNLARI VE BİR ÖRNEK: QUEST ATLANTİS. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30(30), 220-229.