EĞİTİMDE OYUNLAŞTIRMA: ARAŞTIRMA EĞİLİMLERİ

Yıl 2014, Cilt: 15 Sayı: 2, 315 - 333, 01.05.2014

Erinç Karataş

Öz

Eğitim bağlamında oyunlaştırma süreci, sadece bilgi ya da beceri öğretimine oyun eklemek değil, oyun karakteristikleri ile bütünleştirerek, öğrencilerin mevcut öğrenme alanında öğrenmesini kolaylaştırma potansiyelinden yararlanmaktır. Oyunlaştırma; oyun-olmayan sistemlerde, kullanıcı deneyimini artırmak ya da kullanıcının ortama bağlanmasını sağlamak amacıyla video oyun bileşenlerinin kullanılmasıdır. Bu çalışmada, yıl sınırlaması olmadan ?gamification oyunlaştırma ? ve ?learning öğrenme ? anahtar kelimeleri kullanılarak, metnin tamamında Türkçe ve İngilizce çalışmalar taranmıştır. Erişelen 206 çalışmadan araştırma amacına uygun 62 tanesi sistematik olarak incelenmiştir. %35,48’lik bir oranla en çok yayının 2014 yılında yapıldığı görülmektedir. İncelenen araştırmaların çoğunun 50’den az n=15; %31,91 gruplarda; lisans öğrencileri ile n=38; %64,41 çalışmayı tercih ettikleri ve öğrenme alanı olarak ise BİT’inde bilgi ve iletişim teknolojileri n=19; %33,93 yoğunlaşıldığı görülmektedir. Çalışmalarda en çok oyunlaştırılmış bir öğrenme ortamının n=19; %59,38 akademik başarı/performansa n=18; %31,58 etkisi incelenmiştir. En çok kullanılan oyun bileşeni rozet n=25;%19,38 ve puanlar n=19; 14,73 olduğu en çok motivasyon kuramlarına n=8; %18,61 odaklanıldığı görülmektedir.

Anahtar Kelimeler

oyunlaştırma, eğitimde oyunlaştırma, oyunlaştırılmış eğitim, içerik analizi, araştırma eğilimleri

Gamification in Education: Research Trends

Öz

Gamification process in education is not only adding games to information or skills but also benefiting from its potential of facilitating the learning within the current learning domain by integrating characteristics of game. Gamification is the use of video components to enhance the user experience or to enable the user to be connected to the environment in the non-gaming systems. This study reviewed the literature in Turkish and English using the keywords ―gamification‖ and ―learning‖ irrespective of the year. Among 206 studies accessed, 62 of them met the study objectives and were analysed systematically. The majority of the studies were conducted in 2014 with a percentage of 35.48. Most of the studies preferred groups less than 50 n=15; 31.91% ; undergraduate students n=38; 64.41% and focused on Information and Communication Technologies ICT learning area n=19; 33.93% . The most commonly analysed topic was the impact of gamified learning environment n=19; 59.38% on academic achievement/performance n=18; 31.58% . Most frequent game element was badges n=25; 19.38% and points n=19; 14,73% with an emphasis on motivation theories n=8; 18,61%

Anahtar Kelimeler

gamification, gamification in education, gamified learning, content analysis, research trends

Kaynakça

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