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OYUNLAŞTIRILMIŞ ÖĞRENME ETKİNLİKLERİNİN ÖĞRETMEN EĞİTİMİNDE KULLANIMI

Yıl 2018, Cilt: 19 Sayı: 1, 349 - 378, 01.08.2018

Erinç Karataş

Öz

Eylem araştırması olarak planlanan bu çalışmada öğrenme ortamlarında karşılaşılan bir takım sorunlara oyunlaştırma ile çözüm üretilmeye çalışılmıştır. Dersin içeriğinden çok, öğretmen adaylarının ders içeriğine ilişkin motivasyonlarına odaklanıldığı bu çalışmada 2012-2013 öğretim yılında, Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümünde verilen seçmeli "Yenilikçi Teknolojiler" dersinde oyunlaştırılmış eğitim uygulaması denenmiştir. Araştırmacı, uygulanan oyunlaştırılmış öğrenme hakkındaki öğretmen adaylarının görüşlerini belirlemek amacıyla açık uçlu 7 soru içeren bir anket göndermiştir. 15 katılımcının cevapları ayrı ayrı analiz edilerek, araştırma sonucunda araştırma problemi ile ilgili olarak dört tema ortaya çıkmıştır: öğretmen adaylarının genel doyum düzeyi, oyunlaştırmanı yararları ve karşılaşılan zorlukları ile öneriler. Bulgulara göre öğretmen adaylarının genel ders doyum düzeyi oldukça yüksektir. Öğretmen adayları, oyunlaştırılmış öğrenme etkinliklerinin hem bireysel olarak hem de grup olarak motivasyonlarını arttırdıklarını belirtmişlerdir. Bununla birlikte, çeşitli nedenlerden ötürü az sayıdaki öğretmen adayının öğrenme motivasyonun bozulduğu gözlemlenmiştir.

Anahtar Kelimeler

oyunlaştırılmış öğrenme etkinlikleri oyunlaştırma öğretmen eğitimi doyum motivasyon

Kaynakça

  • Abramovich, S., Schunn, C., ve Higashi, R. (2013). Are badges useful in education? It depends upon the type of badge and expertise of learner. Educational Technology Research and Development, 61, 217–232.
  • Aksoy, N. (2003). Action Research: A Method for Improving and Changing Educational Practices (Eylem Araştırması: Eğitimsel Uygulamaları İyileştirme ve Değiştirmede Kullanılacak bir Yöntem). Kuram ve Uygulamada Eğitim Yönetimi, 9(4), 474-489.
  • Alberts, B. (2010). An education that inspires. Science, 330(6003), 427.
  • Altun, E., ve Ateş, A. (2008). The Problems and Future Concerns of Computer and Instructional Technologies Preservice Teachers (Bilgisayar ve öğretim teknolojileri öğretmen adaylarının sorunları ve geleceğe yönelik kaygıları). İlköğretim Online, 7(3), 680-692.
  • Bauer, M. W. (2000). Classical content analysis: A review. Qualitative researching with text, image and sound, 131-151.
  • Biro, G. I. (2013). Ready, Study, Share: An Inquiry Into the Didactic Approach of Gamification With a Special View to the Possible Application in Higher Education, 1st Annual International Interdisciplinary Conference, Conference Proceedings, 2, EGALITE, European Scientific Institute Publishing.
  • Carr, W. ve Kemmis, S. (1986) Becoming Critical: Education, Knowledge and Action Research. Basingstoke: Falmer Press.
  • Cheok, M. L., ve Wong, S. L. (2015). Predictors of E-Learning Satisfaction in Teaching and Learning for School Teachers: A Literature Review. International Journal of Instruction, 8(1), 75-90.
  • Cho, H., Gay, G., Davidson, B., ve Ingraffea, A. (2007). Social networks, communication styles, and learning performance in a CSCL community. Computers & Education, 49(2), 309-329.
  • Creswell, J.W. (2003). Research design: Quantitative, qualitative, and mixed method approaches (2nd ed.). Thousand Oaks, CA: Sage Publications.
  • Christy, K. R., ve Fox, J. (2014). Leaderboards in academic contexts: A test of stereotype threat and social comparison explanations for women's math performance. Computers & Education, 78, 66-77. http://dx.doi.org/10.106/j.compedu.2014.05.005.
  • Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper & Row.
  • Csikszentmihalyi, M. (1991). Flow: The Psychology of Optimal Experience, Harper Perennial, New York, NY.
  • Cohen, L., Manion, L., Morrison, K., ve Morrison, K. R. B. (2007). Content analysis and grounded theory. Research methods in education, 475-495.
  • Davis, K., ve Singh, S. (2015). Digital badges in afterschool learning: Documenting the perspectives and experiences of students and educators. Computers & Education, 88, 72-83.
  • Decker, A., ve Lawley, E. L. (2013, March). Life's a game and the game of life: How making a game out of it can change student behavior. In Proceeding of the 44th ACM technical symposium on Computer science education, 233-238. ACM.
  • Deterding, S., Khaled, R., Nacke, L. E., ve Dixon, D. (2011). Gamification: Toward a definition. In CHI 2011 Gamification Workshop Proceedings, May 7–12, 2011, Vancouver, BC, Canada, ACM 978-1- 4503-0268-5/11/05.
  • Deterding, S., Sicart, M., Nacke, L., OʼHara, K., and Dixon, D. (2011). Gamification: Using game- design elements in nongaming contexts. Proc. CHI EA ‘11, ACM Press, 2425-2428, ACM 978- 1-4503-0268-5/11/05.
  • de-Jorge Moreno, J. (2012). Using social network and dropbox in blended learning: An application to university education. Business, Management and Education, 10(2), 220.
  • de-Marcos, L., Domínguez, A., Saenz-de-Navarrete, J., ve Pagés, C. (2014). An empirical study comparing gamification and social networking on e-learning. Computers & Education, 75, 82- 91.
  • Dicheva, D., Dichev C., Agre G., ve Angelova G. (2015). Gamification in Education: A Systematic Mapping Study. Educational Technology & Society, 18(3), 75–88.
  • Domínguez, A., Saenz-de-Navarrete, J., de-Marcos, L., Fernández-Sanz, L., Pagés, C., ve Martínez- Herráiz, J. J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63, 380-392.
  • Duffy, J. ve Ketchard, A. (1998). Examining the Role of Service Quality in Overall Service Satisfaction. Journal of Managerial Issues, 10(2), 240-255.
  • Erenli, K. (2012, September). The impact of gamification: A recommendation of scenarios for education. In 2012 15th International Conference on Interactive Collaborative Learning (ICL), 1-8. IEEE.
  • Fitz-Walter, Z., Tjondronegoro, D., ve Wyeth, P. (2012, November). A gamified mobile application for engaging new students at university orientation. In Proceedings of the 24th Australian Computer-Human Interaction Conference, 138-141. ACM.
  • Fraenkel, J. R. ve Wallen, N. (2000). How to design and evaluate research in education (4th ed.). NY: McGraw-Hill.
  • Gal, I., Ginsburg, L., ve Schau, C. (1997). Monitoring attitudes and beliefs in statistics education. In I. Gal and J. B. Garfield (Eds.), The Assessment Challenge in Statistics Education, 37- 51. Amsterdam: IOS Press and the International Statistical Institute.
  • Gibson, D., Ostashewski, N., Flintoff, K., Grant, S., ve Knight, E. (2013). Digital badges in education, 1- 8. Education and Information Technologies.
  • Hamari, J., Koivisto, J., ve Sarsa, H. (2014, January). Does gamification work?-A literature review of empirical studies on gamification. In 2014 47th Hawaii International Conference on System Sciences (HICSS), 3025-3034. IEEE.
  • Hamzah, W. M., Ali, N. H., Mohd Saman, M. Y., Yusoff, M. H., ve Yacob, A. (2014, September). Enhancement of the ARCS model for gamification of learning. In 2014 3rd International Conference on User Science and Engineering (i-USEr), 287-291. IEEE.
  • Hunter, D. ve Werbach, K. (2015). The Gamification Toolkit: Dynamics, Mechanics, and Components for the Win. Wharton Digital Press.
  • Hanus, M. D., ve Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152-161.
  • Hassan, N., Malik, S. A., ve Khan, M. M. (2013). Measuring Relationship Between Students’ Satisfaction and Motivation in Secondary Schools of Pakistan. Middle-East Journal of Scientific Research, 18(7), 907-915.
  • Huotari, K. ve Hamari, J. (2012). Defining gamification: a service marketing perspective, In Proceedings of the 16th International Academic MindTrek Conference, October 3-5, 2012, Tampere, Finland, ACM, 17-22.
  • Jackson, S. A., ve Eklund, R. C. (2002). Assessing flow in physical activity: The flow state scale-2 and dispositional flow scale-2. Journal of Sport & Exercise Psychology, 24(2), 133–150.
  • Kapp, K. M. (2012). The gamification of learning and instruction: game-based methods and strategies for training and education. John Wiley & Sons.
  • Kapp, K.M. (2013). The Gamification of Learning and Instruction Fieldbook: Ideas into Practice. Pfeiffer.
  • Karadağ, E., Açıkgöz, A., Alparslan, G.B. , Ünsal, A., Kösgeroğlu, N. Kaya, Y., Güven, B. ve Yılmaz, A (2012) Association between students' satisfaction and motivation in nursery and midwifery education. HealthMED, 6(12), 4210-4216.
  • Karataş, E. (2014). Gamification in Education: Research Trends (Eğitimde Oyunlaştırma: Araştırma Eğilimleri). Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 15(2), 316-333.
  • Karataş, S. (2010). The Analysis of Computer Education and Instructional Technologies Prospective Teachers’ Mind Maps Relating to Their Profession (The Case of Gazi University) [Bilgisayar ve Öğretim Teknolojileri (BÖTE) Öğretmen Adaylarının Mesleklerine İlişkin Zihin Haritalarının Analizi (Gazi Üniversitesi Örneği)], Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 11(1), 159-173.
  • Kemmis, S., ve McTaggart, R. (2000). Participatory action research. In N. K. Denzin Y. S. Lincoln(Eds.), Handbook of qualitative research. 567–605. Thousand Oaks, CA: Sage.
  • Kuo, Y. C., Walker, A. E., Belland, B. R., ve Schroder, K. E. (2013). A predictive study of student satisfaction in online education programs. The International Review of Research in Open and Distributed Learning, 14(1), 16-39.
  • Lee, H., ve Doh, Y. Y. (2012, August). A study on the relationship between educational achievement and emotional engagement in a gameful interface for video lecture systems. In 2012 International Symposium on Ubiquitous Virtual Reality (ISUVR), 34-37. IEEE.
  • Lee, J. ve Hammer, J. (2011). Gamification in education: What, how, why bother? Academic Exchange Quarterly, 15(2).
  • Madonna Jr, S., ve Philpot, V. D. (2013). Motivation and learning strategies, and academic and student satisfaction in predicting self-efficacy in college seniors. Quarterly Review of Distance Education, 14(3), 163.
  • McDaniel, R., Lindgren, R., ve Friskics, J. (2012, October). Using badges for shaping interactions in online learning environments. In 2012 IEEE International Professional Communication Conference (IPCC), 1-4. IEEE.
  • McGonigal, J. (2011). Reality is broken: Why games make us better and how they can change the world (1st ed.). New York, NY, USA: The Penguin Press.
  • Miles, M. B. ve Huberman. A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: Sage.
  • Mills, G. E. (2000). Action research: A guide for the teacher researcher. Prentice-Hall, Inc., One Lake Street, Upper Saddle River, New Jersey 07458.
  • Moore, M. G., ve Kearsley, G. (1996). Distance education: A systems view. New York, NY: Wadsworth.
  • Myers, S. A., Goodboy, A. K., ve Members of COMM 600. (2014). College student learning, motivation, and satisfaction as a function of effective instructor communication behaviors. Southern Communication Journal, 79(1), 14-26.
  • Myhre, M. G. (2015). Gamification in Mobile Language Learning: Improving User Satisfaction for Norwegian Immigrants (Unpublished master thesis). Department of Computer Science and Media Technology Gjİvik University College, Norway.
  • Oliveira, R. D., Caregnato, R. C. A., ve Câmara, S. G. (2012). Burnout syndrome in senior undergraduate nursing. Acta Paulista de Enfermagem, 25(SPE2), 54-60.
  • Pan, Y. H. (2014). Relationships among teachers’ self-efficacy and students’ motivation, atmosphere, and satisfaction in physical education. Journal of Teaching in Physical Education, 33(1), 68-92.
  • Perry, B. (2015). Gamifying French Language Learning: A Case Study Examining a Quest-based, Augmented Reality Mobile Learning-tool. Procedia-Social and Behavioral Sciences, 174, 2308- 2315.
  • Raymer, R. (2011). Gamification: Using game mechanics to enhance elearning. eLearn, 2011(9), 3.
  • Ryan, R. M., ve Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68.
  • Simões, J., Redondo, R. D., ve Vilas, A. F. (2013). A social gamification framework for a K-6 learning platform. Computers in Human Behavior, 29(2), 345-353.
  • Sweetser, P., ve Wyeth, P. (2005). GameFlow: a model for evaluating player enjoyment in games. Computers in Entertainment (CIE), 3(3), 3-3.
  • Tang, S. H., ve Hall, V. C. (1995). The overjustification effect: a meta-analysis. Applied Cognitive Psychology, 9, 365-404. http://dx.doi.org/10.1002/acp.2350090502.
  • Tian, S. W., Yu, A. Y., Vogel, D., ve Kwok, R. C. W. (2011). The impact of online social networking on learning: a social integration perspective. International Journal of Networking and Virtual Organisations, 8(3-4), 264-280.
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OYUNLAŞTIRILMIŞ ÖĞRENME ETKİNLİKLERİNİN ÖĞRETMEN EĞİTİMİNDE KULLANIMI

Yıl 2018, Cilt: 19 Sayı: 1, 349 - 378, 01.08.2018

Erinç Karataş

Öz

Kaynakça

  • Abramovich, S., Schunn, C., ve Higashi, R. (2013). Are badges useful in education? It depends upon the type of badge and expertise of learner. Educational Technology Research and Development, 61, 217–232.
  • Aksoy, N. (2003). Action Research: A Method for Improving and Changing Educational Practices (Eylem Araştırması: Eğitimsel Uygulamaları İyileştirme ve Değiştirmede Kullanılacak bir Yöntem). Kuram ve Uygulamada Eğitim Yönetimi, 9(4), 474-489.
  • Alberts, B. (2010). An education that inspires. Science, 330(6003), 427.
  • Altun, E., ve Ateş, A. (2008). The Problems and Future Concerns of Computer and Instructional Technologies Preservice Teachers (Bilgisayar ve öğretim teknolojileri öğretmen adaylarının sorunları ve geleceğe yönelik kaygıları). İlköğretim Online, 7(3), 680-692.
  • Bauer, M. W. (2000). Classical content analysis: A review. Qualitative researching with text, image and sound, 131-151.
  • Biro, G. I. (2013). Ready, Study, Share: An Inquiry Into the Didactic Approach of Gamification With a Special View to the Possible Application in Higher Education, 1st Annual International Interdisciplinary Conference, Conference Proceedings, 2, EGALITE, European Scientific Institute Publishing.
  • Carr, W. ve Kemmis, S. (1986) Becoming Critical: Education, Knowledge and Action Research. Basingstoke: Falmer Press.
  • Cheok, M. L., ve Wong, S. L. (2015). Predictors of E-Learning Satisfaction in Teaching and Learning for School Teachers: A Literature Review. International Journal of Instruction, 8(1), 75-90.
  • Cho, H., Gay, G., Davidson, B., ve Ingraffea, A. (2007). Social networks, communication styles, and learning performance in a CSCL community. Computers & Education, 49(2), 309-329.
  • Creswell, J.W. (2003). Research design: Quantitative, qualitative, and mixed method approaches (2nd ed.). Thousand Oaks, CA: Sage Publications.
  • Christy, K. R., ve Fox, J. (2014). Leaderboards in academic contexts: A test of stereotype threat and social comparison explanations for women's math performance. Computers & Education, 78, 66-77. http://dx.doi.org/10.106/j.compedu.2014.05.005.
  • Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper & Row.
  • Csikszentmihalyi, M. (1991). Flow: The Psychology of Optimal Experience, Harper Perennial, New York, NY.
  • Cohen, L., Manion, L., Morrison, K., ve Morrison, K. R. B. (2007). Content analysis and grounded theory. Research methods in education, 475-495.
  • Davis, K., ve Singh, S. (2015). Digital badges in afterschool learning: Documenting the perspectives and experiences of students and educators. Computers & Education, 88, 72-83.
  • Decker, A., ve Lawley, E. L. (2013, March). Life's a game and the game of life: How making a game out of it can change student behavior. In Proceeding of the 44th ACM technical symposium on Computer science education, 233-238. ACM.
  • Deterding, S., Khaled, R., Nacke, L. E., ve Dixon, D. (2011). Gamification: Toward a definition. In CHI 2011 Gamification Workshop Proceedings, May 7–12, 2011, Vancouver, BC, Canada, ACM 978-1- 4503-0268-5/11/05.
  • Deterding, S., Sicart, M., Nacke, L., OʼHara, K., and Dixon, D. (2011). Gamification: Using game- design elements in nongaming contexts. Proc. CHI EA ‘11, ACM Press, 2425-2428, ACM 978- 1-4503-0268-5/11/05.
  • de-Jorge Moreno, J. (2012). Using social network and dropbox in blended learning: An application to university education. Business, Management and Education, 10(2), 220.
  • de-Marcos, L., Domínguez, A., Saenz-de-Navarrete, J., ve Pagés, C. (2014). An empirical study comparing gamification and social networking on e-learning. Computers & Education, 75, 82- 91.
  • Dicheva, D., Dichev C., Agre G., ve Angelova G. (2015). Gamification in Education: A Systematic Mapping Study. Educational Technology & Society, 18(3), 75–88.
  • Domínguez, A., Saenz-de-Navarrete, J., de-Marcos, L., Fernández-Sanz, L., Pagés, C., ve Martínez- Herráiz, J. J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63, 380-392.
  • Duffy, J. ve Ketchard, A. (1998). Examining the Role of Service Quality in Overall Service Satisfaction. Journal of Managerial Issues, 10(2), 240-255.
  • Erenli, K. (2012, September). The impact of gamification: A recommendation of scenarios for education. In 2012 15th International Conference on Interactive Collaborative Learning (ICL), 1-8. IEEE.
  • Fitz-Walter, Z., Tjondronegoro, D., ve Wyeth, P. (2012, November). A gamified mobile application for engaging new students at university orientation. In Proceedings of the 24th Australian Computer-Human Interaction Conference, 138-141. ACM.
  • Fraenkel, J. R. ve Wallen, N. (2000). How to design and evaluate research in education (4th ed.). NY: McGraw-Hill.
  • Gal, I., Ginsburg, L., ve Schau, C. (1997). Monitoring attitudes and beliefs in statistics education. In I. Gal and J. B. Garfield (Eds.), The Assessment Challenge in Statistics Education, 37- 51. Amsterdam: IOS Press and the International Statistical Institute.
  • Gibson, D., Ostashewski, N., Flintoff, K., Grant, S., ve Knight, E. (2013). Digital badges in education, 1- 8. Education and Information Technologies.
  • Hamari, J., Koivisto, J., ve Sarsa, H. (2014, January). Does gamification work?-A literature review of empirical studies on gamification. In 2014 47th Hawaii International Conference on System Sciences (HICSS), 3025-3034. IEEE.
  • Hamzah, W. M., Ali, N. H., Mohd Saman, M. Y., Yusoff, M. H., ve Yacob, A. (2014, September). Enhancement of the ARCS model for gamification of learning. In 2014 3rd International Conference on User Science and Engineering (i-USEr), 287-291. IEEE.
  • Hunter, D. ve Werbach, K. (2015). The Gamification Toolkit: Dynamics, Mechanics, and Components for the Win. Wharton Digital Press.
  • Hanus, M. D., ve Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152-161.
  • Hassan, N., Malik, S. A., ve Khan, M. M. (2013). Measuring Relationship Between Students’ Satisfaction and Motivation in Secondary Schools of Pakistan. Middle-East Journal of Scientific Research, 18(7), 907-915.
  • Huotari, K. ve Hamari, J. (2012). Defining gamification: a service marketing perspective, In Proceedings of the 16th International Academic MindTrek Conference, October 3-5, 2012, Tampere, Finland, ACM, 17-22.
  • Jackson, S. A., ve Eklund, R. C. (2002). Assessing flow in physical activity: The flow state scale-2 and dispositional flow scale-2. Journal of Sport & Exercise Psychology, 24(2), 133–150.
  • Kapp, K. M. (2012). The gamification of learning and instruction: game-based methods and strategies for training and education. John Wiley & Sons.
  • Kapp, K.M. (2013). The Gamification of Learning and Instruction Fieldbook: Ideas into Practice. Pfeiffer.
  • Karadağ, E., Açıkgöz, A., Alparslan, G.B. , Ünsal, A., Kösgeroğlu, N. Kaya, Y., Güven, B. ve Yılmaz, A (2012) Association between students' satisfaction and motivation in nursery and midwifery education. HealthMED, 6(12), 4210-4216.
  • Karataş, E. (2014). Gamification in Education: Research Trends (Eğitimde Oyunlaştırma: Araştırma Eğilimleri). Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 15(2), 316-333.
  • Karataş, S. (2010). The Analysis of Computer Education and Instructional Technologies Prospective Teachers’ Mind Maps Relating to Their Profession (The Case of Gazi University) [Bilgisayar ve Öğretim Teknolojileri (BÖTE) Öğretmen Adaylarının Mesleklerine İlişkin Zihin Haritalarının Analizi (Gazi Üniversitesi Örneği)], Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 11(1), 159-173.
  • Kemmis, S., ve McTaggart, R. (2000). Participatory action research. In N. K. Denzin Y. S. Lincoln(Eds.), Handbook of qualitative research. 567–605. Thousand Oaks, CA: Sage.
  • Kuo, Y. C., Walker, A. E., Belland, B. R., ve Schroder, K. E. (2013). A predictive study of student satisfaction in online education programs. The International Review of Research in Open and Distributed Learning, 14(1), 16-39.
  • Lee, H., ve Doh, Y. Y. (2012, August). A study on the relationship between educational achievement and emotional engagement in a gameful interface for video lecture systems. In 2012 International Symposium on Ubiquitous Virtual Reality (ISUVR), 34-37. IEEE.
  • Lee, J. ve Hammer, J. (2011). Gamification in education: What, how, why bother? Academic Exchange Quarterly, 15(2).
  • Madonna Jr, S., ve Philpot, V. D. (2013). Motivation and learning strategies, and academic and student satisfaction in predicting self-efficacy in college seniors. Quarterly Review of Distance Education, 14(3), 163.
  • McDaniel, R., Lindgren, R., ve Friskics, J. (2012, October). Using badges for shaping interactions in online learning environments. In 2012 IEEE International Professional Communication Conference (IPCC), 1-4. IEEE.
  • McGonigal, J. (2011). Reality is broken: Why games make us better and how they can change the world (1st ed.). New York, NY, USA: The Penguin Press.
  • Miles, M. B. ve Huberman. A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: Sage.
  • Mills, G. E. (2000). Action research: A guide for the teacher researcher. Prentice-Hall, Inc., One Lake Street, Upper Saddle River, New Jersey 07458.
  • Moore, M. G., ve Kearsley, G. (1996). Distance education: A systems view. New York, NY: Wadsworth.
  • Myers, S. A., Goodboy, A. K., ve Members of COMM 600. (2014). College student learning, motivation, and satisfaction as a function of effective instructor communication behaviors. Southern Communication Journal, 79(1), 14-26.
  • Myhre, M. G. (2015). Gamification in Mobile Language Learning: Improving User Satisfaction for Norwegian Immigrants (Unpublished master thesis). Department of Computer Science and Media Technology Gjİvik University College, Norway.
  • Oliveira, R. D., Caregnato, R. C. A., ve Câmara, S. G. (2012). Burnout syndrome in senior undergraduate nursing. Acta Paulista de Enfermagem, 25(SPE2), 54-60.
  • Pan, Y. H. (2014). Relationships among teachers’ self-efficacy and students’ motivation, atmosphere, and satisfaction in physical education. Journal of Teaching in Physical Education, 33(1), 68-92.
  • Perry, B. (2015). Gamifying French Language Learning: A Case Study Examining a Quest-based, Augmented Reality Mobile Learning-tool. Procedia-Social and Behavioral Sciences, 174, 2308- 2315.
  • Raymer, R. (2011). Gamification: Using game mechanics to enhance elearning. eLearn, 2011(9), 3.
  • Ryan, R. M., ve Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68.
  • Simões, J., Redondo, R. D., ve Vilas, A. F. (2013). A social gamification framework for a K-6 learning platform. Computers in Human Behavior, 29(2), 345-353.
  • Sweetser, P., ve Wyeth, P. (2005). GameFlow: a model for evaluating player enjoyment in games. Computers in Entertainment (CIE), 3(3), 3-3.
  • Tang, S. H., ve Hall, V. C. (1995). The overjustification effect: a meta-analysis. Applied Cognitive Psychology, 9, 365-404. http://dx.doi.org/10.1002/acp.2350090502.
  • Tian, S. W., Yu, A. Y., Vogel, D., ve Kwok, R. C. W. (2011). The impact of online social networking on learning: a social integration perspective. International Journal of Networking and Virtual Organisations, 8(3-4), 264-280.
  • Thoms, B. (2011). A dynamic social feedback system to support learning and social interaction in higher education. Learning Technologies, IEEE Transactions on, 4(4), 340-352.
  • Urh, M., Vukovic, G., ve Jereb, E. (2015). The Model for Introduction of Gamification into E-learning in Higher Education. Procedia-Social and Behavioral Sciences, 197, 388-397.
  • Uçgun, D. (2013). Practices Toward Enhancing Motivation in Turkish Language Education (Türkçe Eğitiminde Motivasyonu Arttırmaya Yönelik Uygulamalar). Eğitimde Kuram ve Uygulama, 9(4), 354-362.
  • Yükseltürk, E., ve Yıldırım, Z. (2008). Investigation of interaction, online support, course structure and flexibility as the contributing factors to students’ satisfaction in an online certificate program. Educational Technology & Society, 11(4), 51-65.
  • Zichermann, G., ve Cunningham, C. (2011). Gamification by design: Implementing game mechanics in web and mobile apps. O'Reilly Media, Inc.
  • Yıldırım, A. ve Şimşek, H. (2005). Qualitative research methods in the social sciences (Sosyal Bilimlerde Nitel Araştırma Yöntemleri). Ankara: Seçkin Yayıncılık.
Toplam 67 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Research Article
Yazarlar

Erinç Karataş Bu kişi benim

Yayımlanma Tarihi 1 Ağustos 2018
Yayımlandığı Sayı Yıl 2018 Cilt: 19 Sayı: 1

Kaynak Göster

APA Karataş, E. (2018). OYUNLAŞTIRILMIŞ ÖĞRENME ETKİNLİKLERİNİN ÖĞRETMEN EĞİTİMİNDE KULLANIMI. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 19(1), 349-378.

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