Öğretmen adaylarının dijital oyun tercihleri ve oyun oynama motivasyonunun incelenmesi

Öz

Günümüzde, her yaştan birey dijital oyunlarla boş zamanlarını değerlendirmektedir. Öğretmen adayları da dijital oyunlar oynamaktadırlar. Öğretmen adaylarının dijital oyun oynama motivasyonlarının belirlenmesinin gelecekteki eğitim uygulamalarını şekillendirmede önemli bir rol oynayacağı düşünülmektedir. Motivasyonel faktörlerin belirlenmesiyle oyun tercihlerinin anlaşılması, dijital oyunlara yaklaşımlarının belirlenmesi ve potansiyel eğitim amaçlı uygulamaları nasıl algılayabilecekleri hakkında ipuçlarını ortaya çıkaracaktır. Öğretmen adaylarının dijital oyun oynama motivasyonlarının oyun türüne, oynama nedenlerine, oyun oynanan platformlara, oyun oynama süresine ve cinsiyete göre değişip değişmediğinin belirlenmesi amaçlanan bu çalışma bir açıklayıcı durum çalışmasıdır ve çalışmada betimleme yöntemi kullanılmıştır. Kolay erişilebilir örneklem yöntemi ile katılımcılar belirlenmiştir. Çalışmanın araştırma grubunu 2023-2024 eğitim öğretim yılında, Aksaray Üniversitesinde öğrenim gören 240 öğretmen adayı oluşturmuştur. Çalışmada veri toplama amacıyla "Bilgisayar Oyunları Motivasyon Ölçeği" ve demografik bilgi anketi kullanılmıştır. Çalışmada parametrik olmayan Kruskal Wallis-H testi ve Mann Whitney-U testi ile analizler yapılmıştır. Çalışmanın bulgularına göre öğretmen adaylarının oyun oynama motivasyonları oynadıkları oyun türüne göre değişiklik göstermektedir. Aksiyon-macera ve bulmaca-zekâ türündeki oyunlar öğretmen adaylarının çoğunluğu tarafından tercih edilmektedir. Oyunların eğlenceli zaman geçirterek stres atmayı sağlaması ve bireysel ya da işbirlikli görevlerle rekabet oluşturması gibi özellikleri oyun oynama motivasyonunu artırmaktadır. Öğretmen adaylarının oyun oynadıkları platform açısından motivasyonlarında farklılıklar bulunmuştur. Ayrıca, oyun oynama süresi arttıkça oyun motivasyonunda da artış belirlenmiştir. Erkek öğrencilerin oyun oynama motivasyonları kadın öğrencilere göre daha yüksek bulunmuştur.

Anahtar Kelimeler

• oyun tercihleri
• motivasyon
• fakülte
• cinsiyet
• öğretmen adayları

A study on digital game preferences and game-playing motivations of pre-service teachers

Öz

Today, individuals of all ages utilize digital games to spend their leisure time. Pre-service teachers also engage in playing digital games. It is believed that determining pre-service teachers' motivation in playing digital games will significantly shape future educational practices. Understanding game preferences by identifying motivational factors will reveal insights into their approaches to digital games and how they may perceive potential educational applications. This study, which aims to determine whether pre-service teachers' motivation to play digital games varies according to game type, reasons for playing, platforms used, game-playing time, and gender, is an explanatory case study. The descriptive method was employed in the study. Participants were determined through a convenient sampling method. The research group was comprised of 240 pre-service teachers studying at Aksaray University during the 2023-2024 academic year. The Computer Gaming Motivation Scale and a demographic information questionnaire were used for data collection. Analyses were conducted using the non-parametric Kruskal Wallis-H and Mann Whitney-U tests. According to the study's findings, pre-service teachers’ motivations for playing games vary according to the types of games they play. The majority of pre-service teachers prefer action-adventure and puzzle-intelligence games. Features such as the ability of games to provide enjoyable experiences while relieving stress and creating competition through individual or collaborative tasks enhance game-playing motivation. Differences have been found in the motivations of pre-service teachers based on the platforms they play on. Additionally, it was determined that as the duration of gameplay increases, so does their motivation for playing games. Male participants’ motivations for playing games were higher than those of female participants.

Anahtar Kelimeler

• game preferences
• motivation
• faculty
• gender
• pre-service teachers

Kaynakça

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