Oyunlaştırılmış Öğrenme Ortamı Tasarımında Bireysel Özellikler ve Oyuncu Tipi İlişkisi

Öz

Oyunlaştırılmış öğrenme ortamları içerdiği bileşen, mekanik ve dinamikler aracılığı ile oyun bağlamında bireyler ile etkileşim halindedir. Aynı zamanda bu ortamlardan öğrenme ortamından beklenen etkili ve verimli öğrenme deneyimlerini sunması da beklenmektedir. Bu bağlamda oyuncu/öğrenenlerin oyunlaştırma ortamından kopmayacağı aynı zamanda da etkili bir şekilde öğrenebilecekleri ortamların tasarlanması gerekmektedir. Diğer bir deyişle oyunlaştırılmış öğrenme ortamları bireysel özelliklere hem oyun hem de öğrenme çerçevesinde uyum sağlamalıdır. Bu noktada oyun ve öğrenme bağlamında ortak paydaların ve özelliklerin araştırılarak ortaya çıkarılması gerekmektedir. Bu çalışmada oyuncu tipinin öğrenme özellikleri belirlenmeye çalışılmıştır. Bu amaçla yürütülen tarama çalışması ile 326 yükseköğretim öğrencisinin baskın olduğu oyuncu tipinin (Bartle); cinsiyet, yükseköğretim programına yerleşme puan türü ve baskın öğrenme stili (Kolb) gibi bazı bireysel özellikleri arasındaki ilişki ve farklılıklar incelenmiştir. Araştırmanın sonucuna göre oyuncu tiplerinin dağılımında cinsiyet ile anlamlı ilişkisi olduğu ortaya çıkmıştır. Erkek öğrencilerin kâşif ve avcı oyuncu tipine, kadın öğrencilerin ise sosyalleşen ve başaran oyuncu tipine daha yatkın olduğu görülmektedir. Kadın öğrenciler sosyalleşenlerde büyük dağılım göstermektedir. Diğer taraftan oyuncu tiplerinin öğrencilerin yükseköğretim programına yerleşme puan türü ve öğrenme stilleri dağılımında anlamlı bir fark oluşmadığı görülmektedir. Ancak korelasyon analizinde kaşiflerin, Soyut Kavramsallaştırma boyutu ile pozitif ilişkiye sahip olduğu görülmektedir.

Anahtar Kelimeler

• Oyunlaştırma
• Oyuncu Tipleri
• Bireysel Farklılıklar

The Relationship between Individual Characteristics and Player Type in Gamified Learning Environment Design

Abstract

Gamified learning environments interact with individuals in the context of the game through the components, mechanics, and dynamics it contains. Also, these environments are expected to provide the effective and efficient learning experiences required by the learning domain. In this context, it is necessary to design environments where players/learners will not be disengaged from the gamification environment but can learn effectively. In other words, gamified learning environments should adapt to individual characteristics both within the framework of play and learning. At this point, common denominators and features in the context of play and learning should be investigated and revealed. In this study, the learning characteristics of the player types were tried to be determined. For this purpose, we conducted a survey study which we tried to determine the relationship and differences between dominant player type (Bartle) and some individual characteristics such as gender, score type and dominant learning style (Kolb) of 326 higher education students. According to the results of the study, it was found that there was a significant relationship with gender in the distribution of player types. It is seen that male students are more likely to be killer and explorer, while female students tend to be more socializer and achiever. Female students are greatly distributed in socializer. On the other hand, it is seen that there is no significant difference between the distribution of player types and student placement score type and learning styles. However, in correlation analysis, it is seen positive relationship between explorers and the abstract conceptualization dimension

Keywords

• Gamification
• Player Types
• Individual Differences

Kaynakça

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