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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

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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
  • 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
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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

  • 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
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Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim, Eğitim Araştırmaları
Bölüm Araştırma Makaleleri
Yazarlar

Ömer KIRMACI (Sorumlu Yazar)
KIRKLARELİ ÜNİVERSİTESİ
0000-0002-0954-1263
Türkiye


Ebru KILIÇ ÇAKMAK
GAZİ ÜNİVERSİTESİ, GAZİ EĞİTİM FAKÜLTESİ, BİLGİSAYAR VE ÖĞRETİM TEKNOLOJİLERİ EĞİTİMİ BÖLÜMÜ, BİLGİSAYAR VE ÖĞRETİM TEKNOLOJİLERİ ÖĞRETMENLİĞİ PR.
0000-0002-3459-6290
Türkiye

Yayımlanma Tarihi 29 Nisan 2022
Başvuru Tarihi 4 Aralık 2021
Kabul Tarihi 5 Nisan 2022
Yayınlandığı 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 . Retrieved from https://dergipark.org.tr/tr/pub/kefad/issue/69091/1032536

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