Araştırma Makalesi
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Oyunlaştırılmış Öğrenme Ortamı Tasarımında Bireysel Özellikler ve Oyuncu Tipi İlişkisi

Yıl 2022, Cilt: 23 Sayı: 1, 1119 - 1160, 29.04.2022

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.

Kaynakça

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  • Adams, S. P., & Du Preez, R. (2021). Supporting Student Engagement Through the Gamification of Learning Activities: A Design-Based Research Approach. Technology, Knowledge and Learning, 0123456789. https://doi.org/10.1007/s10758-021-09500-x
  • Akasaki, H., Suzuki, S., Nakajima, K., Yamabe, K., Sakamoto, M., Alexandrova, T., & Nakajima, T. (2016). One size does not fit all: Applying the right game concepts for the right persons to encourage non-game activities. Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 9735, 103–114. https://doi.org/10.1007/978-3-319-40397-7_11
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  • Albuquerque, J., Bittencourt, I. I., Coelho, J. A. P. M., & Silva, A. P. (2017). Does gender stereotype threat in gamified educational environments cause anxiety? An experimental study. Computers & Education, 115, 161–170. https://doi.org/10.1016/j.compedu.2017.08.005
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  • Busch, M., Mattheiss, E., Reisinger, M., Orji, R., Fröhlich, P., & Tscheligi, M. (2016). More than sex: The role of femininity and masculinity in the design of personalized persuasive games. Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 9638, 219–229. https://doi.org/10.1007/978-3-319-31510-2_19
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The Relationship between Individual Characteristics and Player Type in Gamified Learning Environment Design

Yıl 2022, Cilt: 23 Sayı: 1, 1119 - 1160, 29.04.2022

Öz

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

Kaynakça

  • Abdollahzade, Z., & Jafari, S. M. bagher. (2018). Investigating the Relationship between Player Types and Learning Styles in Gamification Design. Iranian Journal of Management Studies, 11(300586), 573–600. https://doi.org/10.22059/ijms.2018.256394.673107
  • Adams, S. P., & Du Preez, R. (2021). Supporting Student Engagement Through the Gamification of Learning Activities: A Design-Based Research Approach. Technology, Knowledge and Learning, 0123456789. https://doi.org/10.1007/s10758-021-09500-x
  • Akasaki, H., Suzuki, S., Nakajima, K., Yamabe, K., Sakamoto, M., Alexandrova, T., & Nakajima, T. (2016). One size does not fit all: Applying the right game concepts for the right persons to encourage non-game activities. Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 9735, 103–114. https://doi.org/10.1007/978-3-319-40397-7_11
  • Alanne, K. (2016). An overview of game-based learning in building services engineering education. European Journal of Engineering Education, 41(2), 204–219. https://doi.org/10.1080/03043797.2015.1056097
  • Albuquerque, J., Bittencourt, I. I., Coelho, J. A. P. M., & Silva, A. P. (2017). Does gender stereotype threat in gamified educational environments cause anxiety? An experimental study. Computers & Education, 115, 161–170. https://doi.org/10.1016/j.compedu.2017.08.005
  • Aşkar, P., & Akkoyunlu, B. (1993). Kolb Öğrenme Stili Envanteri. Eğitim ve Bilim, 17(87).
  • Attali, Y., & Arieli-Attali, M. (2015). Gamification in assessment: Do points affect test performance? Computers and Education, 83, 57–63. https://doi.org/10.1016/j.compedu.2014.12.012
  • Barrett, E., & Lally, V. (1999). Gender differences in an on-line learning environment. Journal of Computer Assisted Learning, 15(1), 48–60. https://doi.org/10.1046/j.1365-2729.1999.151075.x
  • Bartle, R. (1996). Hearts, clubs, diamonds, spades: Players who suit MUDs. Journal of MUD Research, August. http://www.arise.mae.usp.br/wp-content/uploads/2018/03/Bartle-player-types.pdf
  • Buckley, P., & Doyle, E. (2017). Individualising gamification: An investigation of the impact of learning styles and personality traits on the efficacy of gamification using a prediction market. Computers and Education, 106, 43–55. https://doi.org/10.1016/j.compedu.2016.11.009
  • Busch, M., Mattheiss, E., Reisinger, M., Orji, R., Fröhlich, P., & Tscheligi, M. (2016). More than sex: The role of femininity and masculinity in the design of personalized persuasive games. Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 9638, 219–229. https://doi.org/10.1007/978-3-319-31510-2_19
  • Büyüköztürk, Ş. (2014). Sosyal Bilimler İçin Veri Analizi El kitabı (20. Baskı). Pegem Akademi.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2015). Nicel Araştırmalar. In Bilimsel Araştırma Yöntemleri (19. Baskı, pp. 173–238). Pegem Akademi.
  • Can, Ş. (2011). Investigation of the relationships between the learning styles of preservice elementary teachers and some variables. Hacettepe Egitim Dergisi, 41, 70–82.
  • Chapman, J. R., & Rich, P. J. (2018). Does educational gamification improve students’ motivation? If so, which game elements work best? JOURNAL OF EDUCATION FOR BUSINESS, 93(7), 314–321. https://doi.org/10.1080/08832323.2018.1490687
  • Codish, D., & Ravid, G. (2017). Gender moderation in gamification: Does one size fit all? Proceedings of the Annual Hawaii International Conference on System Sciences, 2017-Janua, 2006–2015. https://doi.org/10.24251/hicss.2017.244
  • Denden, M., Tlili, A., Essalmi, F., Jemni, M., Chen, N. S., & Burgos, D. (2021). Effects of gender and personality differences on students’ perception of game design elements in educational gamification. International Journal of Human Computer Studies, 154(May), 102674. https://doi.org/10.1016/j.ijhcs.2021.102674
  • Dichev, C., Dicheva, D., & Irwin, K. (2020). Gamifying learning for learners. International Journal of Educational Technology in Higher Education, 17(54). https://doi.org/https://doi.org/10.1186/s41239-020-00231-0
  • Ferro, L. S., Walz, S. P., & Greuter, S. (2013). Towards personalised, gamified systems: an investigation into game design, personality and player typologies. 9th Australasian Conference on Interactive Entertainment Matters of Life and Death – IE’13, May 2014, 1–6. https://doi.org/10.1145/2513002.2513024
  • Fitz-Walter, Z. J. (2015). Achievement unlocked: Investigating the design of effective gamification experiences for mobile applications and devices. In School of Information Systems; Science & Engineering Faculty. Queensland University of Technology.
  • Gencel, İ. E. (2007). Kolb’ un Deneyimsel Öğrenme Kuramına Dayalı Öğrenme Stilleri Envanteri -III’ ü Türkçe’ ye Uyarlama Çalışması. Dokuz Eylül Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9(2), 120–139.
  • Gentry, S., Ehrstrom, B. L., Gauthier, A., Alvarez, J., Wortley, D., Rijswijk, J. van, Car, J., Lilienthal, A., Car, L. T., Nikolaou, C. K., & Zary, N. (2016). Serious Gaming and Gamification interventions for health professional education. Cochrane Database of Systematic Reviews, 6. https://doi.org/10.1002/14651858.CD012209
  • Halvarsson, K., & Winther, D. (2009). Blood, gold or marriage - what gets you going? - a study of personality traits and in-game behavior (Issue June) [University of Stockholm]. https://people.dsv.su.se/~kaha9683/Halvarsson&Winther-BachelorThesis.pdf
  • Hamdaoui, N., Khalidi Idrissi, M., & Bennani, S. (2018). Modeling Learners in Educational Games: Relationship Between Playing and Learning Styles. Simulation and Gaming, 49(6), 675–699. https://doi.org/10.1177/1046878118783804
  • Hanus, M. D., & 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 and Education, 80, 152–161. https://doi.org/10.1016/j.compedu.2014.08.019
  • Hasan Tanış. (2021). Oyunlaştırılmış İşe Özgü Çevrimiçi Öğrenme Ortamının Geliştirilmesi ve Etkisinin Değerlendirilmesi: İş Sağlığı ve Güvenliği Örneği. Hacettepe Üniversitesi.
  • Hassan, M. A., Habiba, U., Majeed, F., & Shoaib, M. (2019). Adaptive gamification in e-learning based on students’ learning styles. Interactive Learning Environments, 0(0), 1–21. https://doi.org/10.1080/10494820.2019.1588745
  • Huang, B., & Hew, K. F. (2018). Implementing a theory-driven gamification model in higher education flipped courses: Effects on out-of-class activity completion and quality of artifacts. Computers and Education, 125, 254–272. https://doi.org/10.1016/j.compedu.2018.06.018
  • Huang, B., & Hew, K. F. (2021). Using Gamification to Design Courses: Lessons Learned in a Three-year Design-based Study. Educational Technology and Society, 24(1), 44–63.
  • Huang, R., Ritzhaupt, A. D., Sommer, M., Zhu, J., & Stephen, A. (2020). The impact of gamification in educational settings on student learning outcomes : a meta ‑ analysis. Educational Technology Research and Development, 68(4), 1875–1901. https://doi.org/10.1007/s11423-020-09807-z
  • Iacono, S., Vallarino, M., & Vercelli, G. (2020). Gamification in corporate training to enhance engagement: An approach. International Journal of Emerging Technologies in Learning, 15(17), 69–84. https://doi.org/10.3991/ijet.v15i17.14207
  • Jagust, T., Boticki, I., & So, H.-J. (2018). Examining competitive, collaborative and adaptive gamification in young learners’ math learning. Computers and Education, 125, 444–457. https://doi.org/10.1016/j.compedu.2018.06.022
  • Kahu, E. R. (2013). Framing student engagement in higher education. Studies in Higher Education, 38(5), 758–773. https://doi.org/10.1080/03075079.2011.598505
  • Karadeniz, Ş. (2008). Bilişim Teknolojileri Öğretiminde Öğrenme Stilleri. In D. Deryakulu (Ed.), Bilişim Teknolojileri Öğretiminde Sosyo-Psikolojik Değişkenler (1. Baskı, pp. 175–206). Maya Akademi.
  • Kim, S., Song, K., Lockee, B., & Burton, J. (2018). Gamification Cases in Liberal Arts and Social Science Education. In Gamification in Learning and Education: Enjoy Learning Like Gaming (pp. 141–149). https://doi.org/10.1007/978-3-319-47283-6_12
  • Klock, Ana Carolina Tomé, Cunha, L. F. da, Carvalho, M. F. de, Rosa, B. E., Anton, A. J., & Gasparini, I. (2015). Gamification in e-Learning Systems: A Conceptual Model to Engage Students and Its Application in an Adaptive e-Learning System. In P. Zaphiris & A. Ioannou (Eds.), Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) (Vol. 9192, pp. 595–607). Springer. https://doi.org/10.1007/978-3-319-20609-7
  • Klock, Ana Carolina Tome, Gasparini, I., Pimenta, M., & de Oliveira, J. P. M. (2015). “Everybody is playing the game, but nobody’s rules are the same”: Towards adaptation of gamification based on users’ characteristics. Bulletin of The Technical Committee on Learning Technology, 17(4), 22–25.
  • Klock, Ana Carolina Tomé, Gasparini, I., Pimenta, M. S., & Hamari, J. (2020). Tailored gamification: A review of literature. International Journal of Human Computer Studies, 144(September 2019). https://doi.org/10.1016/j.ijhcs.2020.102495
  • Kocadere, S. A., & Caglar, S. (2018). Gamification from Player Type Perspective: A Case Study. Educational Technology & Society, 21(3, SI), 12–22.
  • Kolb, D. A. (2015). Experiental Learning: Experience as the source of learning and development. In Experiential learning : experience as the source of learning and development (Second Edi). Pearson Education.
  • Kolb, D. A., & Kolb, A. Y. (2013). Research on Validity and Educational Applications. Experience Based Learning Systems, 5, 0–233.
  • Kulhanek, A., Butler, B., & Bodnar, C. A. (2019). Motivating first-year engineering students through gamified homework. Educaitonal Action Research. https://doi.org/10.1080/09650792.2019.1635511
  • Landers, R. N. (2014). Developing a Theory of Gamified Learning: Linking Serious Games and Gamification of Learning. Simulation and Gaming, 45(6), 752–768. https://doi.org/10.1177/1046878114563660
  • Lavoue, E., Monterrat, B., Desmarais, M., & George, S. (2019). Adaptive Gamification for Learning Environments. IEEE Transactions on Learning Technologies, 12(1), 16–28. https://doi.org/10.1109/TLT.2018.2823710
  • Marczewski, A. A. (2015). Gamification, Game Thinking and Motivational Design. Game Thinking. Even Ninja Monkeys Like to Play: Gamification, Game Thinking and Motivational Design, 1st Ed.(October 2015), 15. https://www.gamified.uk/wp-content/uploads/2016/01/Loyalty.pdf
  • Marczewski, Andrej. (2015). Game Thinking. Even Ninja Monkeys Like to Play: Gamification, Game Thinking and Motivational Design (1st ed.). CreateSpace Independent Publishing Platform.
  • Marczewski, Andrzej. (2017). Periodic Table of Gamification Elements. Gamified UK. https://www.gamified.uk/2017/04/03/periodic-table-gamification-elements/periodic-table-of-gamification-elements/
  • Martin, F., Dennen, V. P., & Bonk, C. J. (2020). A synthesis of systematic review research on emerging learning environments and technologies. Educational Technology Research and Development, 68(4), 1613–1633. https://doi.org/10.1007/s11423-020-09812-2
  • Mekler, E. D., Brühlmann, F., Opwis, K., & Tuch, A. N. (2013). Do points, levels and leaderboards harm intrinsic motivation? Proceedings of the First International Conference on Gameful Design, Research, and Applications - Gamification ’13, 66–73. https://doi.org/10.1145/2583008.2583017
  • Mora, A., Riera, D., González, C., & Arnedo-Moreno, J. (2017). Gamification: a systematic review of design frameworks. Journal of Computing in Higher Education, 29(3), 516–548. https://doi.org/10.1007/s12528-017-9150-4
  • Myers, I. B., McCaulley, M. H., Quenk, N. L., & Hammer, A. L. (1998). MBTI manual: A guide to the development and use of the Myers-Briggs Type Indicator. Consulting Psychologists Press.
  • Nacke, L. E., Bateman, C., & Mandryk, R. L. (2011). BrainHex: Preliminary Results from a Neurobiological Gamer Typology Survey. In J. C. Anacleto, S. Fels, N. Graham, B. Kapralos, M. Saif El-Nasr, & K. Stanley (Eds.), Entertainment Computing -- ICEC 2011 (pp. 288–293). Springer Berlin Heidelberg.
  • Nah, F. F.-H., Telaprolu, V. R., Rallapalli, S., & Venkata, P. R. (2013). Gamification of Education Using Computer Games. In S. Yamamoto (Ed.), Human Interface and the Management of Information. Information and Interaction for Learning, Culture, Collaboration and Business, (pp. 99–107). Springer Berlin Heidelberg.
  • Oyibo, K., Orji, R., & Vassileva, J. (2017). The influence of culture in the effect of age and gender on social influence in persuasive technology. UMAP 2017 - Adjunct Publication of the 25th Conference on User Modeling, Adaptation and Personalization, 47–52. https://doi.org/10.1145/3099023.3099071
  • Ozdamli, F. (2018). ARCS motivation model adapted to gamification applications on a programming language course. International Journal of Learning Technology, 13(4), 327–351. https://doi.org/10.1504/IJLT.2018.098502
  • Özgür, H., Çuhadar, C., & Akgün, F. (2018). Eğitimde Oyunlaştırma Araştırmalarında Güncel Eğilimler. Kastamonu Üniversitesi Kastamonu Eğitim Dergisi, 26(5), 1–9. https://doi.org/10.24106/kefdergi.380982
  • Ritzhaupt, A. D., Huang, R., Sommer, M., Zhu, J., Stephen, A., Valle, N., Hampton, J., & Li, J. (2021). A meta-analysis on the influence of gamification in formal educational settings on affective and behavioral outcomes. Educational Technology Research and Development, 1–30. https://doi.org/10.1007/s11423-021-10036-1
  • Rivera, E. S., & Garden, C. L. P. (2021). Gamification for student engagement: a framework. In Journal of Further and Higher Education. https://doi.org/10.1080/0309877X.2021.1875201
  • Şahin, Muhittin, & Yurdugül, H. (2020). Learners’ Needs in Online Learning Environments and Third Generation Learning Management Systems (LMS 3.0). Technology, Knowledge and Learning, 0123456789. https://doi.org/10.1007/s10758-020-09479-x
  • Şahin, Murat, & Samur, Y. (2017). Dijital Çağda Bir Öğretim Yöntemi: Oyunlaştırma. Journal of Ege Education Technologies, 1(1), 1–27.
  • Shceck, K., Lee, D. Y., & Pyo, K. B. (2015). The Relationship between the Five Factor Personality Model and Motivations for Play in MMORPGs. Indian Journal of Science and Technology, 8(September). https://doi.org/10.17485/ijst/2015/v8i21/78457
  • Silva Sprok, A. (2018). Conceptualization Of The Models Of Learning Styles. Journal of Learning Styles, 11(21), 38–74.
  • Song, D., Tavares, A., Pinto, S., & Xu, H. (2017). Setting Engineering Students Up for Success in the 21st Century: Integrating Gamification and Crowdsourcing into a CDIO-based Web Design. Eurasia Journal of Mathematics, Science and Technology Education, 13(7), 3565–3585. https://doi.org/10.12973/eurasia.2017.00745a
  • Toda, A. M., Klock, A. C. T., Oliveira, W., Palomino, P. T., Rodrigues, L., Shi, L., Bittencourt, I., Gasparini, I., Isotani, S., & Cristea, A. I. (2019). Analysing gamification elements in educational environments using an existing Gamification taxonomy. Smart Learning Environments, 6(1), 1–14. https://doi.org/10.1186/s40561-019-0106-1
  • Tondello, G. F., Orji, R., & Nacke, L. E. (2017). Recommender systems for personalized gamification. UMAP 2017 - Adjunct Publication of the 25th Conference on User Modeling, Adaptation and Personalization, 425–430. https://doi.org/10.1145/3099023.3099114
  • van Meurs, R. (2007). How to play the game?: A study on MUD player types and their real life personality traits. http://www.richardvanmeurs.nl/grrc/wp-content/uploads/2011/03/howtoplaythegame_fullversion.pdf
  • Veznedaroğlu, L., & Özgür, A. O. (2005). Öğrenme Stilleri: Tanımlamalar , Modeller ve İşlevleri. İlköğretim Online, 4(2), 1–16.
  • Watson, S. L., & Reigeluth, C. M. (2008). The learner-centered paradigm of education. Educational Technology, 4(August 2008), 1–32. https://doi.org/10.4324/9781315795478
  • Whitton, N., & Langan, M. (2019). Fun and games in higher education: an analysis of UK student perspectives. Teaching in Higher Education, 24(8), 1000–1013. https://doi.org/10.1080/13562517.2018.1541885
  • Yıldırım, İ., & Şen, S. (2019). The effects of gamification on students’ academic achievement: a meta-analysis study. Interactive Learning Environments, 4820. https://doi.org/10.1080/10494820.2019.1636089
  • Yılmaz, E. A. (2017). Oyunlaştırma (4th ed.). Abaküs.
  • Zaric, N., Lukarov, V., & Schroeder, U. (2020). A Fundamental Study for Gamification Design : Exploring Learning Tendencies ’ Effects. International Journal of Serious Games, 7(4), 3–26.
  • Zaric, N., Roepke, R., Lukarov, V., & Schroeder, U. (2021). Gamified Learning Theory: The Moderating role of learners’ learning tendencies. International Journal of Serious Games, 8(3), 71–91. https://doi.org/10.17083/ijsg.v8i3.438
  • Zichermann, G., & Cunningham, C. (2011). Gamification By Design. In Homepage - Unser Leitbild. https://doi.org/10.1017/CBO9781107415324.004
Toplam 74 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri
Bölüm Araştırma Makaleleri
Yazarlar

Ömer Kırmacı 0000-0002-0954-1263

Ebru Kılıç Çakmak 0000-0002-3459-6290

Yayımlanma Tarihi 29 Nisan 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 23 Sayı: 1

Kaynak Göster

APA Kırmacı, Ö., & Kılıç Çakmak, E. (2022). Oyunlaştırılmış Öğrenme Ortamı Tasarımında Bireysel Özellikler ve Oyuncu Tipi İlişkisi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 23(1), 1119-1160. https://doi.org/10.29299/kefad.1032536

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