Pre-service Teachers' Preferences and Experiences Regarding Mind and Intelligence Games

Yıl 2026, Cilt: 34 Sayı: 2 , 254 - 270 , 30.04.2026

Ahmet Melih Güneş , Eyup Yünkül

https://doi.org/10.24106/kefdergi.1939299

https://izlik.org/JA92TJ32TH

Öz

This study aims to examine pre-service teachers’ preferences for and experiences with mind and intelligence games. The study employed a phenomenological research design and included 19 pre-service teachers studying at a faculty of education. Data were collected through semi-structured interviews and analyzed using content analysis. The findings indicate that participants preferred games based on motivation, higher-order thinking, and contextual factors. The games were found to enhance problem-solving, strategic thinking, and planning skills cognitively; promote enjoyment, self-confidence, excitement, happiness, and relaxation affectively; and foster interaction, collaboration, empathy, and a sense of competition socially. Although participants reported certain cognitive and social challenges during gameplay, they emphasized that the use of these games as instructional tools increased motivation and contributed positively to learning processes. Overall, the study demonstrates that mind and intelligence games support both cognitive and affective development and can serve as effective tools in teaching and learning contexts.

Anahtar Kelimeler

Mind and intelligence games , Pre-service teachers , Cognitive development , Educational contexts

Öğretmen Adaylarının Akıl ve Zekâ Oyunlarına Yönelik Tercih ve Deneyimleri

https://izlik.org/JA92TJ32TH

Öz

Bu çalışma, öğretmen adaylarının zekâ ve akıl oyunlarına yönelik tercihlerini ve deneyimlerini incelemeyi amaçlamaktadır. Araştırmada fenomenolojik desen kullanılmış ve bir eğitim fakültesinde öğrenim gören 19 öğretmen adayıyla çalışılmıştır. Veriler yarı yapılandırılmış görüşmeler yoluyla toplanmış ve içerik analizi ile çözümlenmiştir. Bulgular, öğretmen adaylarının oyunları motivasyon, üst düzey düşünme ve bağlamsal etkenler doğrultusunda tercih ettiklerini göstermektedir. Oyunların bilişsel açıdan problem çözme, stratejik düşünme ve planlama becerilerini geliştirdiği; duyuşsal açıdan eğlence, özgüven, heyecan, mutluluk ve rahatlama sağladığı; sosyal açıdan ise etkileşim, iş birliği, empati ve rekabet duygusunu desteklediği belirlenmiştir. Katılımcılar oyun sürecinde bazı bilişsel ve sosyal zorluklarla karşılaştıklarını ifade etmekle birlikte, bu oyunların öğretim sürecinde materyal olarak kullanılmasının motivasyonu artırdığını ve öğrenme süreçlerine olumlu katkı sağladığını vurgulamışlardır. Sonuç olarak, akıl ve zekâ oyunlarının hem bilişsel hem de duyuşsal gelişimi desteklediği ve öğretim süreçlerinde etkili bir araç olarak kullanılabileceği ortaya konmuştur.

Anahtar Kelimeler

Akıl ve zeka oyunları , Öğretmen adayları , Bilişsel gelişim , Duyuşsal gelişim , Eğitsel bağlamlar

Kaynakça

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