Impact of Gamified Flipped Learning Activities on Students’ Self-Efficacy and Anxiety Levels

Öz

The study examines the effect of gamified flipped learning on the levels of anxiety and self-efficacy of 3rdgrade engineering students in summer school at a state university in Türkiye, in the course “Technical Writing and Communication”. A one-group pretest-post-test design was employed as the research method. Two validated and reliable scales were used to collect data from the participants: (1) Foreign Language Classroom Anxiety Scale, and (2) English Self-Efficacy Questionnaire. 40 students took the tests. Five students were interviewed at the end of the summer school to gain a clearer insight into their feedback on the gamified flipped learning process. Pre-test and post-test results demonstrate that, while flipped learning with gamified in-class activities decreases students' anxiety, it increases their self-efficacy. The course design enabled students to experience lower anxiety and improved self-efficacy at the end of the course. Students’ self-efficacy was examined by comparing the English Self-Efficacy Questionnaire pre-test and post-test scores simultaneously. Students’ post-test scores on self-efficacy improved at the end of the course. Furthermore, student interviews reveal that familiarizing students with the content through classroom videos and Kahoot activities positively affected the learning process.

Anahtar Kelimeler

• Kahoot
• self-efficacy
• anxiety
• active learning
• gamification

Oyunlaştırılmış Ters-Yüz Öğrenme Etkinliklerinin Öğrencilerin Öz-Yeterlikleri ve Kaygı Düzeyleri Üzerindeki Etkisi

Öz

Bu çalışma, Türkiye’de bir devlet üniversitesinin yaz okulunda, “Teknik Yazım ve İletişim” dersi kapsamında öğrenim gören üçüncü sınıf mühendislik öğrencilerinin kaygı ve öz-yeterlik düzeyleri üzerinde oyunlaştırılmış ters-yüz öğrenmenin etkisini incelemektedir. Araştırma yöntemi olarak tek gruplu ön test–son test deseni kullanılmıştır. Katılımcılardan veri toplamak amacıyla geçerliği ve güvenirliği kanıtlanmış iki ölçek kullanılmıştır: (1) Yabancı Dil Sınıf Kaygısı Ölçeği ve (2) İngilizce Öz-Yeterlik Ölçeği. Çalışmaya 40 öğrenci katılmıştır. Yaz okulu sonunda, oyunlaştırılmış ters-yüz öğrenme sürecine ilişkin öğrenci geri bildirimlerini daha derinlemesine anlamak amacıyla beş öğrenci ile görüşmeler gerçekleştirilmiştir. Ön test ve son test sonuçları, sınıf içi oyunlaştırılmış etkinliklerle desteklenen ters-yüz öğrenmenin öğrencilerin kaygı düzeylerini azalttığını ve öz-yeterliklerini artırdığını göstermektedir. Ders tasarımı, öğrencilerin ders sonunda daha düşük kaygı düzeyleri deneyimlemelerine ve öz-yeterliklerinin gelişmesine olanak sağlamıştır. Öğrencilerin öz-yeterlik düzeyleri, İngilizce Öz-Yeterlik Ölçeği ön test ve son test puanlarının karşılaştırılması yoluyla incelenmiştir. Bulgular, öğrencilerin öz-yeterlik son test puanlarının ders sonunda arttığını ortaya koymaktadır. Bunun yanı sıra, öğrenci görüşmeleri, ders öncesinde izlenen videolar ve Kahoot etkinlikleri aracılığıyla içeriğe aşinalık kazandırılmasının öğrenme sürecini olumlu yönde etkilediğini göstermektedir.

Anahtar Kelimeler

• Kahoot
• öz-yeterlik
• kaygı
• aktif öğrenme
• oyunlaştırma

Kaynakça

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