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). Diޑusion 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
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). Diޑusion 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.