Araştırma Makalesi
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Eğitimde Oyunlaştırma Araştırmalarında Güncel Eğilimler

Yıl 2018, Cilt: 26 Sayı: 5, 1479 - 1488, 15.09.2018
https://doi.org/10.24106/kefdergi.380982

Öz

Oyunlaştırma, eğitim
alanında son dönemlerde sıklıkla dile getirilen ve üzerinde çalışılan bir
konudur. Öğrenci motivasyonunu arttırma, öğrenme sürecine etkin katılımı
sağlama gibi potansiyel özelliklere sahip oyunlaştırma, aynı zamanda akademik başarının
artmasını ve öğrenme kazanımlarına daha kolay ulaşılmasını sağlamaktadır. Bu çerçevede,
eğitim teknolojisi kapsamında giderek öne çıkan bir çalışma konusu olarak oyunlaştırma
hakkında gerçekleştirilen araştırmaların çeşitli değişkenler temelinde sınıflandırılması,
bu konuda gelinen noktanın tespiti ve gelecekte yapılacak çalışmalara yön verme
bağlamında destekleyici olacaktır. Bu bağlamda gerçekleştirilen çalışmada, oyunlaştırma
kavramının temel alındığı çeşitli anahtar kelimeler ile 2008-2017 yılları
arasında SCI-EXPANDED, SSCI, A&HCI, CPCI-S, CPCI-SSH, ESCI indekslerinde
yer alan makaleler taranmış ve belirli kriterler temelinde sınıflandırılarak tematik
bir çerçevede incelenmiştir. Örneklem dahilinde kriterleri karşılayan 177 araştırmadan
bu çalışmanın amacına uygun olan 72’si, yayın sınıflama formu kullanılarak doküman
incelemesi yöntemi ile sistematik bir analize tabi tutulmuştur. Bulgulara göre,
oyunlaştırma konusunda en fazla yayının 2016 yılında gerçekleştirildiği görülmüştür.
Araştırmaların çoğunun örneklem büyüklüğünün 31-100 arası olduğu, örneklemin
çoğunlukla lisans öğrencilerinden oluştuğu ve ağırlıklı olarak basit/tesadüfi
örnekleme tekniğine başvurulduğu belirlenmiştir. Çalışmada ayrıca, yöntemsel
olarak nicel araştırma deseni altında yer alan deneysel araştırmaların tercih
edildiği, veri toplama aracı olarak tutum-algı-kişilik-yetenek testlerinin
ağırlıklı olarak kullanıldığı, veri analiz tekniği temelinde ise daha çok betimsel
istatistiklere başvurulduğu ortaya çıkmıştır. Öte yandan, incelenen
araştırmalarda, mühendislik eğitiminin çalışılan alan olarak öne çıktığı
görülmektedir. Oyun bileşenleri bazında yapılan değerlendirmede ise daha çok puan
bileşenin kullanıldığı ve motivasyon kuramının sıklıkla tercih edildiği belirlenmiştir. 

Kaynakça

  • Akça-Üstündağ, D. (2009). Evaluation of the theses in the master of science program of computer education and instructional technologies in Turkey in terms of contents and methods (Yayınlanmamış yüksek lisans tezi). Gazi Üniversitesi, Ankara.
  • Arkün-Kocadere, S., & Çağlar, Ş. (2015). The design and implementation of a gamifed assessment. Journal of e-Learning and Knowledge Society, 11(3), 85-99.
  • Alper, A., & Gülbahar, Y. (2009). Trends and issues in educational technologies: A review of recent research in TOJET. The Turkish Online Journal of Educational Technology, 8(2), 124-135.
  • Aparicio, A. F.,Vela, F. L. G., Sánchez, J. L. G., & Montes, J. L. I. (2012). Analysis and application of gamification. Proceedings of the 13th International Conference on Interacción Persona-Ordenador. Presented at INTERACCION'12, ACM, Elche, Spain, p.17.
  • Baker, M. J. (2003). Data collection– questionnaire design. The Marketing Review, 3(3), 343–370.
  • Barata G., Gama S., Jorge J., & Gonçalves, D. (2013), Engaging engineering students with gamification. Proceedings of the fifth International Conference on Games and Virtual Worlds for Serious Applications (pp. 24–31).
  • Bauer, M. W. (2003). Classical content analysis: A review. In M. W. Bauer, & G. Gaskell (Eds.), Qualitative researching with text, image and sound (pp. 131–151). London: Sage Publication.
  • Blohm, I., & Leimeister, J. M. (2013). Gamification: Design of IT-based enhancing services for motivational support and behavioral change. Bus.Inf.Syst.Eng.5, 275–278. http://dx.doi.org/10.1007/s12599-013-0273-5.
  • Bozkaya, M., Erdem-Aydın, I., & Genç-Kumtepe, E. (2012). Research trends and issues in educational technology: A content analysis of TOJET (2008–2011). The Turkish Online Journal of Educational Technology, 11(2), 264–277.
  • Cheong, C., Cheong, F., & Filippou, J. (2013). Quick quizz: A gamified approach for enhancing learning. PACIS, (2013).
  • Connolly, T. M., Boyle, E. A., MacArthur, E., Hainey, T., & Boyle, J. (2012). A systematic literature review of empirical evidence on computer games and serious games. Computer & Education, 59(2), 661-686.
  • Caponetto, I., Earp, J., & Ott, M. (2014). Gamification and education: A literature review. 8th European Conference on Games Based Learning (pp. 50–57). Germany: ECGBL.
  • de Sousa Borges, S., Durelli, V. H. S., Macedo Reis, H., & Isotani, S. (2014). A Systematic Mapping on Gamification Applied to Education. Proceedings of the 29th Annual ACM Symposium on Applied Computing (SAC ‘14), 216-222.
  • De-Marcos, L., Domínguez, A., Saenz-de-Navarrete, J., & Pagés, C. (2014). An empirical study comparing gamification and social networking on e-learning. Computers & Education, 75, 82-91.
  • Deterding, S. (2012). Gamification: designing for motivation. Interactions, 19(2012), 14-17.
  • Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: defining “gamification”. Proceedings of the 15th International Academic Mind Trek Conference: Envisioning Future Media Environments. ACM, Tampere, Finland, pp.9–15.
  • Dey, S., & Eden, R. (2016). Gamification: An emerging trend. Pacific Asia Conference on Information Systems (PACIS 2016), 28 June - 1 July 2016, Chiayi, Taiwan.
  • Dicheva, D., & Dichev, C. (2015). Gamification in Education: Where Are We in 2015? E-LEARN 2015-World Conference on E-Learning, Kona, Hawaii, October 19-22, 2015.
  • Faiella, F., & Ricciardi, M. (2015). Gamification and learning: A review of issues and research. Journal of e-Learning and Knowledge Society, 11(3), 13-21.
  • Hamari J., & Koivisto, J. (2013). Social motivations to use gamification: An empirical study of gamifying exercise. Proceedings of the 21st European conference on information systems, Utrecht, Netherlands.
  • Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does Gamification Work? A Literature Review of Empirical Studies on Gamification. 47th Hawaii International conference on System Science, USA, 3025-3034.
  • Hew, K. F., Kale, U., & Kim, N. (2007). Past research in instructional technology: Results of a content analysis of empirical studies published in three prominent instructional technology journals from the year 2000 through 2004. Journal of Educational Computing Research, 36(3), 269–300.
  • Goktas, Y., Kucuk, S., Aydemir, M., Telli, E., Arpacik, O., Yildirim, G., & Reisoglu, I. (2012). Educational technology research trends in Turkey: A content analysis of the 2000-2009 decade. Educational Sciences: Theory & Practice, 12(1), 177–199.
  • Ibanez, M-B., Di-Serio, A., & Delgado-Kloos, C. (2014). Gamification for engaging computer science students in learning activities: A case study. IEEE Transactions on Learning Technologies, 7(3), 291-301.
  • Johnson L., Adams Becker, S., Estrada V., & Freeman, A. (2014). NMC Horizon Report: 2014 K-12 Edition, Austin, The New Media Consortium.
  • Kapp, K. M. (2007). Tools and techniques for transferring know-how from boomers to gamers. Global Business and Organizational Excellence, 26(5), 22-37.
  • Kapp, K. M. (2012). The gamification of learning and instruction: game-based methods and strategies for training and education, Pfeiffer, SanFrancisco, CA.
  • Karataş, E. (2014). Eğitimde Oyunlaştırma: Araştırma Eğilimleri. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 15(2), 315-333.
  • Kucuk, S., Aydemir, M., Yildirim, G., Arpacik, O., & Goktas, Y. (2013). Educational technology research trends in Turkey from 1990 to 2011. Computers & Education 68, 42-50.
  • Lee, J. J., & Hammer, J. (2011). Gamification in education: What, How, Why bother? Academic Exchange Quarterly, 15(2), 1-5.
  • Lister, M. C. (2015). Gamification: The effect on student motivation and performance at the post-secondary level. Issues and Trends in Educational Technology, 3(2), 1-21.
  • Martí-Parreño, J., Méndez-Ibáñez, E., & Alonso-Arroyo, A. (2016). The use of gamification in education: A bibliometric and text mining analysis. Journal of Computer Assisted Learning (2016), 32, 663–676.
  • Lee, J. J., & Hammer, J. (2011). Gamification in Education: What, How, Why Bother? Academic Exchange Quarterly, 15(2), 1-5.
  • Martin, S., Diaz, G., Sanchristobal, E., Gil, R., Castro, M., & Peire, J. (2011). New technology trends in Education: Seven years of forecasts and convergence. Computers and Education, 57, 1893-1906. doi:10.1016/j.compedu.2011.04.003
  • Nicholson, S. (2012). A user-centered theoretical framework for meaningful gamification. Proceedings of Games Learning Society 8.0. Madison, WI.
  • Oblinger, D. (2004). The Next Generation of Educational Engagement. Journal of Interactive Media in Education, 8(1), 1-18.
  • Özer, A., & Samur, Y. (2015). Uzaktan eğitimde oyunlaştırma. 3rd Instructional Technology and Teacher Education Symposium (ITTES), Trabzon, KTU Üniversitesi, Türkiye.
  • Sakamoto, M., Nakajima, T., & Alexandrova, T. (2012). Value-based design for gamifying daily activities. In: Errlich, M., Malaka, R., Masuch, M. (Eds.). Entertainment Computing-ICEC 2012, Lecture Notes in Computer Science. Springer; New York, NY, pp.421–424.
  • Seaborn, K., & Fels, D. I. (2015). Gamification in theory and action: A survey. Int. J. Human-Computer Studies 74(2015) 14–31.
  • Simsek, A., Ozdamar, N., Uysal, O., Kobak, K., Berk, C., Kılıcer, T., et al. (2009). Current trends in educational technology research in Turkey in the new millennium. Educational Sciences: Theory & Practice, 9(2), 941–996.
  • Sitzmann, T. (2011). A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology, 64(2), 489-528.
  • Su, C. H., & Cheng, C. H. (2015). A mobile gamification learning system for improving the learning motivation and achievements. Journal of Computer Assisted Learning, 31, 268–286.
  • Surendeleg, G., Murwai, V., Yun, H-K., & Kim, Y. S. (2014). The role of gamification in education-a literature review. Contemporary Engineering Sciences, 7(29), 1609 – 1616. doi:10.12988/ces.2014.411217
  • Tüzün, H., Yılmaz-Soylu, M., Karakuş, T., İnal, Y., & Kızılkaya, G. (2009). The effects of computer games on primary school students’ achievement and motivation in geography learning. Computers & Education, 52(1), 68-77.
  • Werbach, K., & Hunter, D. (2012). For the win: How game thinking can revolutionize your business. Philadelphia, PA: Wharton Digital Press.
  • Yıldırım, A. & Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri (7. baskı). Ankara: Seçkin Yayıncılık.

Current Trends in Gamification Research in Education

Yıl 2018, Cilt: 26 Sayı: 5, 1479 - 1488, 15.09.2018
https://doi.org/10.24106/kefdergi.380982

Öz

Gamification is a subject that is often expressed and studied in the
field of education. Gamification with potential features such as increasing
student motivation, effective participation in the learning process, at the
same time, makes it easier to achieve academic achievement and learning
achievements. In this framework, the classification of researches on the gamification
as a study subject that is becoming increasingly prominent in the field of
education technology, will be supported in the context of determining the point
to be reached in this respect and steering the future works. In this study, the
articles published in SCI-EXPANDED, SSCI, A & HCI, CPCI-S, CPCI-SSH and
ESCI indices between 2008 and 2017 were examined and analyzed in a thematic
framework based on certain criterions. 72 research articles from the databases
related to key words which are corresponded with 177 research criteria and were
systematically analyzed using the document classification method with using the
publication classification form. It has been revealed that the most researches
carried out in the context of the publication year and the number of published
researches were performed in 2016. It has been determined that most of the
systematically investigated studies have a sample size of 31-100 and the sample
selection method is mainly simple/random sampling. This document analysis study
also revealed that the frequency of empirical statistics is more frequently used
as a research approach, attitude-perception-personality-aptitude test is used
as a data gathering tool and frequency/percentage/charts are more frequently
used as a data analysis method. On the other hand, it was revealed that
gamification applications for engineering education come into prominence as a
field of education. It has been determined that the points are mostly used
gamification components and the motivation theories were frequently preferred.

Kaynakça

  • Akça-Üstündağ, D. (2009). Evaluation of the theses in the master of science program of computer education and instructional technologies in Turkey in terms of contents and methods (Yayınlanmamış yüksek lisans tezi). Gazi Üniversitesi, Ankara.
  • Arkün-Kocadere, S., & Çağlar, Ş. (2015). The design and implementation of a gamifed assessment. Journal of e-Learning and Knowledge Society, 11(3), 85-99.
  • Alper, A., & Gülbahar, Y. (2009). Trends and issues in educational technologies: A review of recent research in TOJET. The Turkish Online Journal of Educational Technology, 8(2), 124-135.
  • Aparicio, A. F.,Vela, F. L. G., Sánchez, J. L. G., & Montes, J. L. I. (2012). Analysis and application of gamification. Proceedings of the 13th International Conference on Interacción Persona-Ordenador. Presented at INTERACCION'12, ACM, Elche, Spain, p.17.
  • Baker, M. J. (2003). Data collection– questionnaire design. The Marketing Review, 3(3), 343–370.
  • Barata G., Gama S., Jorge J., & Gonçalves, D. (2013), Engaging engineering students with gamification. Proceedings of the fifth International Conference on Games and Virtual Worlds for Serious Applications (pp. 24–31).
  • Bauer, M. W. (2003). Classical content analysis: A review. In M. W. Bauer, & G. Gaskell (Eds.), Qualitative researching with text, image and sound (pp. 131–151). London: Sage Publication.
  • Blohm, I., & Leimeister, J. M. (2013). Gamification: Design of IT-based enhancing services for motivational support and behavioral change. Bus.Inf.Syst.Eng.5, 275–278. http://dx.doi.org/10.1007/s12599-013-0273-5.
  • Bozkaya, M., Erdem-Aydın, I., & Genç-Kumtepe, E. (2012). Research trends and issues in educational technology: A content analysis of TOJET (2008–2011). The Turkish Online Journal of Educational Technology, 11(2), 264–277.
  • Cheong, C., Cheong, F., & Filippou, J. (2013). Quick quizz: A gamified approach for enhancing learning. PACIS, (2013).
  • Connolly, T. M., Boyle, E. A., MacArthur, E., Hainey, T., & Boyle, J. (2012). A systematic literature review of empirical evidence on computer games and serious games. Computer & Education, 59(2), 661-686.
  • Caponetto, I., Earp, J., & Ott, M. (2014). Gamification and education: A literature review. 8th European Conference on Games Based Learning (pp. 50–57). Germany: ECGBL.
  • de Sousa Borges, S., Durelli, V. H. S., Macedo Reis, H., & Isotani, S. (2014). A Systematic Mapping on Gamification Applied to Education. Proceedings of the 29th Annual ACM Symposium on Applied Computing (SAC ‘14), 216-222.
  • De-Marcos, L., Domínguez, A., Saenz-de-Navarrete, J., & Pagés, C. (2014). An empirical study comparing gamification and social networking on e-learning. Computers & Education, 75, 82-91.
  • Deterding, S. (2012). Gamification: designing for motivation. Interactions, 19(2012), 14-17.
  • Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: defining “gamification”. Proceedings of the 15th International Academic Mind Trek Conference: Envisioning Future Media Environments. ACM, Tampere, Finland, pp.9–15.
  • Dey, S., & Eden, R. (2016). Gamification: An emerging trend. Pacific Asia Conference on Information Systems (PACIS 2016), 28 June - 1 July 2016, Chiayi, Taiwan.
  • Dicheva, D., & Dichev, C. (2015). Gamification in Education: Where Are We in 2015? E-LEARN 2015-World Conference on E-Learning, Kona, Hawaii, October 19-22, 2015.
  • Faiella, F., & Ricciardi, M. (2015). Gamification and learning: A review of issues and research. Journal of e-Learning and Knowledge Society, 11(3), 13-21.
  • Hamari J., & Koivisto, J. (2013). Social motivations to use gamification: An empirical study of gamifying exercise. Proceedings of the 21st European conference on information systems, Utrecht, Netherlands.
  • Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does Gamification Work? A Literature Review of Empirical Studies on Gamification. 47th Hawaii International conference on System Science, USA, 3025-3034.
  • Hew, K. F., Kale, U., & Kim, N. (2007). Past research in instructional technology: Results of a content analysis of empirical studies published in three prominent instructional technology journals from the year 2000 through 2004. Journal of Educational Computing Research, 36(3), 269–300.
  • Goktas, Y., Kucuk, S., Aydemir, M., Telli, E., Arpacik, O., Yildirim, G., & Reisoglu, I. (2012). Educational technology research trends in Turkey: A content analysis of the 2000-2009 decade. Educational Sciences: Theory & Practice, 12(1), 177–199.
  • Ibanez, M-B., Di-Serio, A., & Delgado-Kloos, C. (2014). Gamification for engaging computer science students in learning activities: A case study. IEEE Transactions on Learning Technologies, 7(3), 291-301.
  • Johnson L., Adams Becker, S., Estrada V., & Freeman, A. (2014). NMC Horizon Report: 2014 K-12 Edition, Austin, The New Media Consortium.
  • Kapp, K. M. (2007). Tools and techniques for transferring know-how from boomers to gamers. Global Business and Organizational Excellence, 26(5), 22-37.
  • Kapp, K. M. (2012). The gamification of learning and instruction: game-based methods and strategies for training and education, Pfeiffer, SanFrancisco, CA.
  • Karataş, E. (2014). Eğitimde Oyunlaştırma: Araştırma Eğilimleri. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 15(2), 315-333.
  • Kucuk, S., Aydemir, M., Yildirim, G., Arpacik, O., & Goktas, Y. (2013). Educational technology research trends in Turkey from 1990 to 2011. Computers & Education 68, 42-50.
  • Lee, J. J., & Hammer, J. (2011). Gamification in education: What, How, Why bother? Academic Exchange Quarterly, 15(2), 1-5.
  • Lister, M. C. (2015). Gamification: The effect on student motivation and performance at the post-secondary level. Issues and Trends in Educational Technology, 3(2), 1-21.
  • Martí-Parreño, J., Méndez-Ibáñez, E., & Alonso-Arroyo, A. (2016). The use of gamification in education: A bibliometric and text mining analysis. Journal of Computer Assisted Learning (2016), 32, 663–676.
  • Lee, J. J., & Hammer, J. (2011). Gamification in Education: What, How, Why Bother? Academic Exchange Quarterly, 15(2), 1-5.
  • Martin, S., Diaz, G., Sanchristobal, E., Gil, R., Castro, M., & Peire, J. (2011). New technology trends in Education: Seven years of forecasts and convergence. Computers and Education, 57, 1893-1906. doi:10.1016/j.compedu.2011.04.003
  • Nicholson, S. (2012). A user-centered theoretical framework for meaningful gamification. Proceedings of Games Learning Society 8.0. Madison, WI.
  • Oblinger, D. (2004). The Next Generation of Educational Engagement. Journal of Interactive Media in Education, 8(1), 1-18.
  • Özer, A., & Samur, Y. (2015). Uzaktan eğitimde oyunlaştırma. 3rd Instructional Technology and Teacher Education Symposium (ITTES), Trabzon, KTU Üniversitesi, Türkiye.
  • Sakamoto, M., Nakajima, T., & Alexandrova, T. (2012). Value-based design for gamifying daily activities. In: Errlich, M., Malaka, R., Masuch, M. (Eds.). Entertainment Computing-ICEC 2012, Lecture Notes in Computer Science. Springer; New York, NY, pp.421–424.
  • Seaborn, K., & Fels, D. I. (2015). Gamification in theory and action: A survey. Int. J. Human-Computer Studies 74(2015) 14–31.
  • Simsek, A., Ozdamar, N., Uysal, O., Kobak, K., Berk, C., Kılıcer, T., et al. (2009). Current trends in educational technology research in Turkey in the new millennium. Educational Sciences: Theory & Practice, 9(2), 941–996.
  • Sitzmann, T. (2011). A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology, 64(2), 489-528.
  • Su, C. H., & Cheng, C. H. (2015). A mobile gamification learning system for improving the learning motivation and achievements. Journal of Computer Assisted Learning, 31, 268–286.
  • Surendeleg, G., Murwai, V., Yun, H-K., & Kim, Y. S. (2014). The role of gamification in education-a literature review. Contemporary Engineering Sciences, 7(29), 1609 – 1616. doi:10.12988/ces.2014.411217
  • Tüzün, H., Yılmaz-Soylu, M., Karakuş, T., İnal, Y., & Kızılkaya, G. (2009). The effects of computer games on primary school students’ achievement and motivation in geography learning. Computers & Education, 52(1), 68-77.
  • Werbach, K., & Hunter, D. (2012). For the win: How game thinking can revolutionize your business. Philadelphia, PA: Wharton Digital Press.
  • Yıldırım, A. & Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri (7. baskı). Ankara: Seçkin Yayıncılık.
Toplam 46 adet kaynakça vardır.

Ayrıntılar

Konular Eğitim Üzerine Çalışmalar
Diğer ID 2057
Bölüm Derleme Makale
Yazarlar

Hasan Özgür

Cem Çuhadar

Fatma Akgün

Yayımlanma Tarihi 15 Eylül 2018
Kabul Tarihi 26 Eylül 2017
Yayımlandığı Sayı Yıl 2018 Cilt: 26 Sayı: 5

Kaynak Göster

APA Özgür, H., Çuhadar, C., & Akgün, F. (2018). Current Trends in Gamification Research in Education. Kastamonu Education Journal, 26(5), 1479-1488. https://doi.org/10.24106/kefdergi.380982