Araştırma Makalesi
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Flow Experience Scale Development Study in Educational Games

Yıl 2023, , 1933 - 1951, 29.12.2023
https://doi.org/10.37217/tebd.1262657

Öz

The success of a game is measured by the flow experience it offers. The flow experience is related to the individual's loss of self and time perception by focusing on the process. In addition, flow is associated with understanding, evaluating and defining entertainment. In the case of educational games, there is a positive correlation between flow and learning. For this reason, in the evaluation phase of game-based learning activities, flow experience scales can be included in addition to knowledge tests. However, there are some limitations to the existing flow experience scales. For example, the existing scale items may be difficult to understand, especially for the younger age group. Considering this situation, it was aimed to develop a scale with understandable items for participants from the younger age group within the scope of the research. It will be possible to support the development of the literature through the research in which this developed scale is included. In addition, in light of the results of the research in which this scale is included, suggestions for effective educational game design can be presented to both educational game designers and teachers.

Kaynakça

  • Barzilai, S. & Blau, I. (2014). Scaffolding game-based learning: Impact on learning achievements, perceived learning, and game experiences. Computers & Education, 70, 65-79.
  • Boekaerts, M. (2016). Engagement as an inherent aspect of the learning process. Learning and Instruction, 43, 76-83.
  • Bressler, D. M. & Bodzin, A. M. (2016). Investigating flow experience and scientific practices during a mobile serious educational game. Journal of Science Education and Technology, 25(5), 795-805.
  • Büyüköztürk, Ş. (2018). Sosyal bilimler için veri analizi için el kitabı. Ankara: Pegem Akademi.
  • Büyüköztürk, S., Akgün, Ö. E., Özkahveci, Ö. & Demirel, F. (2004). The validity and reliability study of the Turkish version of the motivated strategies for learning questionnaire. Educational Sciences: Theory & Practice, 4(2), 207-239.
  • Carroll, J. M. & Thomas, J. C. (1988). Fun. ACM SIGCHI Bulletin, 19(3), 21-24.
  • Chang, C. C., Liang, C., Chou, P. N. & Lin, G. Y. (2017). Is game-based learning better in flow experience and various types of cognitive load than non-game-based learning? Perspective from multimedia and media richness. Computers in Human Behavior, 71, 218-227.
  • Clarke, S. G. & Haworth, J. T. (1994). 'Flow' experience in the daily lives of sixth-form collect students. British Journal of Psychology, 85, 511-523.
  • Csikszentmihalyi, M. (1993). Flow: The psychology of optimal experience. London: Harper Perennial.
  • Engeser, S. & Rheinberg, F. (2008). Flow, performance and moderators of challenge-skill balance. Motivation and Emotion, 32, 158-172.
  • Erkuş, A. (2019). Psikolojide ölçme ve ölçek geliştirme-I temel kavramlar ve işlemler. Ankara: Pegem Akademi.
  • Erdoğmuş, Y. K. (2020). Oyun tabanlı öğrenme ortamında eğitsel ajan ve geri bildirim türlerinin akademik başarı, akış deneyimi ve bilişsel yük açısından incelenmesi. (Doktora Tezi). https://tez.yok.gov.tr/ sayfasından erişilmiştir.
  • Erkorkmaz, Ü., Etikan, İ., Demir, O., Özdamar, K. & Sanisoğlu, S. Y. (2013). Doğrulayıcı faktör analizi ve uyum indeksleri. Turkiye Klinikleri Journal of Medical Sciences, 33(1), 210-223.
  • Fang, X., Zhang, J. & Chan, S. S. (2013). Development of an instrument for studying flow in computer game play. International Journal of Human-Computer Interaction, 29(7), 456-470.
  • Green, M. C., Brock, T. C. & Kaufman, G. F. (2004). Understanding media enjoyment: The role of transportation into narrative worlds. Communication Theory, 14(4), 311-327.
  • Hinkin, T. R. (2005). Scale development principles and practices. R. A. Swanson & E. F. Holton (Ed.), Research in Organizations: Foundations and Methods of Inquiry içinde (s. 161-179).
  • Hoffman, D. L. & Novak, T. P. (1996). Marketing in hypermedia computer-mediated environments: Conceptual foundations. Journal of Marketing, 60(3), 50-68.
  • Hou, H. T. & Li, M. C. (2014). Evaluating multiple aspects of a digital educational problem-solving based adventure game. Computers in Human Behavior, 30, 29-38.
  • İnal, Y. & Çağıltay, K. (2007). Flow experiences of children in an interactive social game environment. British Journal of Educational Technology, 38(3), 455-464.
  • Kaye, L. K., Monk, R. L., Wall, H. J., Hamlin, I. & Qureshi, A. W. (2018). The effect of flow and context on in-vivo positive mood in digital gaming. International Journal of Human-Computer Studies, 110, 45-52.
  • Kışla, T. (2016). Uzaktan eğitime yönelik tutum ölçeği geliştirme çalışması. Ege Eğitim Dergisi, 17(1), 258-271.
  • Kiili, K. (2005). Content creation challenges and flow experience in educational games: The IT-Emperor case. The Internet and Higher Education, 8(3), 183-198.
  • Kiili, K., de Freitas, S., Arnab, S. & Lainema, T. (2012). The design principles for flow experience in educational games. Procedia Computer Science, 15, 78-91.
  • Kiili, K., Lainema, T., de Freitas, S. & Arnab, S. (2014). Flow framework for analyzing the quality of educational games. Entertainment Computing, 5(4), 367-377.
  • Kiili, K. J. M., Lindstedt, A., Koskinen, A., Halme, H., Ninaus, M. & McMullen, J. (2021). Flow experience and situational interest in game-based learning: Cousins or identical twins. International Journal of Serious Games, 8(3), 93-114.
  • Kiili, K., Perttula, A., Lindstedt, A., Arnab, S. & Suominen, M. (2014). Flow experience as a quality measure in evaluating physically activating collaborative serious games. International Journal of Serious Games, 1(3), 35-49.
  • Lee, S. Y. (2007). Structural equation modeling (1. b.). England: John Wiley & Sons Ltd.
  • Lindstedt, A., Koskinen, A., McMullen, J., Ninaus, M. & Kiili, K. (2020). Flow experience and situational interest in an adaptive math game. International Conference on Games and Learning Alliance içinde (s. 221-231). Cham: Springer International Publishing.
  • Liu, T. Y. (2016). Using educational games and simulation software in a computer science course: Learning achievements and student flow experiences. Interactive Learning Environments, 24(4), 724-744.
  • Liu, C. C., Cheng, Y. B. & Huang, C. W. (2011). The effect of simulation games on the learning of computational problem solving. Computers & Education, 57(3), 1907-1918.
  • Malone, T. W. (1981). Toward a theory of intrinsically motivating instruction. Cognitive Science, 5(4), 333-369.
  • Moneta, G. B. & Csikszentmihalyi, M. (1996). The effect of perceived challenges and skills on the quality of subjective experience. Journal of Personality, 64(2), 275-310.
  • Nabi, R. L. & Krcmar, M. (2004). Conceptualizing media enjoyment as attitude: Implications for mass media effects research. Communication Theory, 14(4), 288-310.
  • Ninaus, M., Moeller, K., McMullen, J. & Kiili, K. (2017). Acceptance of game-based learning and intrinsic motivation as predictors for learning success and flow experience. International Journal of Serious Games, 4(3), 15-30.
  • Ninaus, M., Pereira, G., Stefitz, R., Prada, R., Paiva, A., Neuper, C. & Wood, G. (2015). Game elements improve performance in a working memory training task. International Journal of Serious Games, 2(1), 3-16.
  • Özdamar, K. (2004). Tabloların oluşturulması, güvenirlik ve soru analizi. Paket programlarla istatistiksel veri analizi-1 (5. b.). Eskişehir: Kaan Kitabevi.
  • Paras, B. & Bizzochi, J. (2005). Game, motivation, and effective learning: An integrated model for educational game design. Paper presented at the Digital Games Research Association. Aralık, Vancouver, British Columbia, Kanada.
  • Pearce, J. M., Ainley, M. & Howard, S. (2005). The ebb and flow of online learning. Computers in Human Behavior, 21(5), 745-771.
  • Perttula, A., Kiili, K., Lindstedt, A. & Tuomi, P. (2017). Flow experience in game based learning–a systematic literature review. International Journal of Serious Games, 4(1), 57-72.
  • Procci, K., Singer, A. R., Levy, K. R. & Bowers, C. (2012). Measuring the flow experience of gamers: An evaluation of the DFS-2. Computers in Human Behavior, 28(6), 2306-2312.
  • Samancıoğlu, M., Bağlıbel, M. & Bindak, R. (2015). Liderlik Yoğunluğu Envanterinin Türkçe formunun geçerlik ve güvenirlik çalışması. Erciyes Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 1(39), 132-144.
  • Sanjamsai, S. & Phukao, D. (2018). Flow experience in computer game playing among Thai university students. Kasetsart Journal of Social Sciences, 39(2), 175-182.
  • Sun, J. C. Y., Kuo, C. Y., Hou, H. T. & Lin, Y. Y. (2017). Exploring learners’ sequential behavioral patterns, flow experience, and learning performance in an anti-phishing educational game. Journal of Educational Technology & Society, 20(1), 45-60.
  • Sweetser, P. & Wyeth, P. (2005). GameFlow: a model for evaluating player enjoyment in games. Computers in Entertainment (CIE), 3(3), 3.
  • Turan, N. (2019). Akış deneyimi üzerine genel bir literatür taraması. Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi(37), 181-199.

Eğitsel Oyunlarda Akış Deneyimi Ölçeği Geliştirme Çalışması

Yıl 2023, , 1933 - 1951, 29.12.2023
https://doi.org/10.37217/tebd.1262657

Öz

Bir oyunun başarısı, sunduğu akış deneyimi ile ölçülmektedir. Akış deneyimi ise bireyin sürece odaklanarak benlik ve zaman algısını kaybetmesi ile ilgilidir. Bununla beraber akış, eğlenceyi anlamak, değerlendirmek ve tanımlamak ile ilişkilendirilmektedir. Eğitsel oyunlar özelinde ise akış ile öğrenme arasında pozitif bir korelasyon bulunmaktadır. Bu nedenle oyun temelli öğrenme etkinliklerinin değerlendirme aşamasında bilgi testlerinin yanı sıra akış deneyimi ölçeklerine de yer verilebilmektedir. Ancak mevcut akış deneyimi ölçeklerine ait bazı sınırlılıklar bulunmaktadır. Örneğin, mevcut ölçek maddelerinin özellikle küçük yaş grubu için anlaşılması güç olabilmektedir. Bu durum göz önünde bulundurularak araştırma kapsamında küçük yaş grubundan katılımcılar için de anlaşılır maddelere sahip bir ölçek geliştirilmesi hedeflenmiştir. Geliştirilen bu ölçeğin yer aldığı araştırmalar aracılığıyla alanyazının gelişimini desteklenebilecektir. Ayrıca bu ölçeğin yer aldığı araştırmalara ait sonuçla ışığında hem eğitsel oyun tasarımcılarına hem de öğretmenlere etkili eğitsel oyun tasarımına yönelik öneriler sunulabilecektir.

Kaynakça

  • Barzilai, S. & Blau, I. (2014). Scaffolding game-based learning: Impact on learning achievements, perceived learning, and game experiences. Computers & Education, 70, 65-79.
  • Boekaerts, M. (2016). Engagement as an inherent aspect of the learning process. Learning and Instruction, 43, 76-83.
  • Bressler, D. M. & Bodzin, A. M. (2016). Investigating flow experience and scientific practices during a mobile serious educational game. Journal of Science Education and Technology, 25(5), 795-805.
  • Büyüköztürk, Ş. (2018). Sosyal bilimler için veri analizi için el kitabı. Ankara: Pegem Akademi.
  • Büyüköztürk, S., Akgün, Ö. E., Özkahveci, Ö. & Demirel, F. (2004). The validity and reliability study of the Turkish version of the motivated strategies for learning questionnaire. Educational Sciences: Theory & Practice, 4(2), 207-239.
  • Carroll, J. M. & Thomas, J. C. (1988). Fun. ACM SIGCHI Bulletin, 19(3), 21-24.
  • Chang, C. C., Liang, C., Chou, P. N. & Lin, G. Y. (2017). Is game-based learning better in flow experience and various types of cognitive load than non-game-based learning? Perspective from multimedia and media richness. Computers in Human Behavior, 71, 218-227.
  • Clarke, S. G. & Haworth, J. T. (1994). 'Flow' experience in the daily lives of sixth-form collect students. British Journal of Psychology, 85, 511-523.
  • Csikszentmihalyi, M. (1993). Flow: The psychology of optimal experience. London: Harper Perennial.
  • Engeser, S. & Rheinberg, F. (2008). Flow, performance and moderators of challenge-skill balance. Motivation and Emotion, 32, 158-172.
  • Erkuş, A. (2019). Psikolojide ölçme ve ölçek geliştirme-I temel kavramlar ve işlemler. Ankara: Pegem Akademi.
  • Erdoğmuş, Y. K. (2020). Oyun tabanlı öğrenme ortamında eğitsel ajan ve geri bildirim türlerinin akademik başarı, akış deneyimi ve bilişsel yük açısından incelenmesi. (Doktora Tezi). https://tez.yok.gov.tr/ sayfasından erişilmiştir.
  • Erkorkmaz, Ü., Etikan, İ., Demir, O., Özdamar, K. & Sanisoğlu, S. Y. (2013). Doğrulayıcı faktör analizi ve uyum indeksleri. Turkiye Klinikleri Journal of Medical Sciences, 33(1), 210-223.
  • Fang, X., Zhang, J. & Chan, S. S. (2013). Development of an instrument for studying flow in computer game play. International Journal of Human-Computer Interaction, 29(7), 456-470.
  • Green, M. C., Brock, T. C. & Kaufman, G. F. (2004). Understanding media enjoyment: The role of transportation into narrative worlds. Communication Theory, 14(4), 311-327.
  • Hinkin, T. R. (2005). Scale development principles and practices. R. A. Swanson & E. F. Holton (Ed.), Research in Organizations: Foundations and Methods of Inquiry içinde (s. 161-179).
  • Hoffman, D. L. & Novak, T. P. (1996). Marketing in hypermedia computer-mediated environments: Conceptual foundations. Journal of Marketing, 60(3), 50-68.
  • Hou, H. T. & Li, M. C. (2014). Evaluating multiple aspects of a digital educational problem-solving based adventure game. Computers in Human Behavior, 30, 29-38.
  • İnal, Y. & Çağıltay, K. (2007). Flow experiences of children in an interactive social game environment. British Journal of Educational Technology, 38(3), 455-464.
  • Kaye, L. K., Monk, R. L., Wall, H. J., Hamlin, I. & Qureshi, A. W. (2018). The effect of flow and context on in-vivo positive mood in digital gaming. International Journal of Human-Computer Studies, 110, 45-52.
  • Kışla, T. (2016). Uzaktan eğitime yönelik tutum ölçeği geliştirme çalışması. Ege Eğitim Dergisi, 17(1), 258-271.
  • Kiili, K. (2005). Content creation challenges and flow experience in educational games: The IT-Emperor case. The Internet and Higher Education, 8(3), 183-198.
  • Kiili, K., de Freitas, S., Arnab, S. & Lainema, T. (2012). The design principles for flow experience in educational games. Procedia Computer Science, 15, 78-91.
  • Kiili, K., Lainema, T., de Freitas, S. & Arnab, S. (2014). Flow framework for analyzing the quality of educational games. Entertainment Computing, 5(4), 367-377.
  • Kiili, K. J. M., Lindstedt, A., Koskinen, A., Halme, H., Ninaus, M. & McMullen, J. (2021). Flow experience and situational interest in game-based learning: Cousins or identical twins. International Journal of Serious Games, 8(3), 93-114.
  • Kiili, K., Perttula, A., Lindstedt, A., Arnab, S. & Suominen, M. (2014). Flow experience as a quality measure in evaluating physically activating collaborative serious games. International Journal of Serious Games, 1(3), 35-49.
  • Lee, S. Y. (2007). Structural equation modeling (1. b.). England: John Wiley & Sons Ltd.
  • Lindstedt, A., Koskinen, A., McMullen, J., Ninaus, M. & Kiili, K. (2020). Flow experience and situational interest in an adaptive math game. International Conference on Games and Learning Alliance içinde (s. 221-231). Cham: Springer International Publishing.
  • Liu, T. Y. (2016). Using educational games and simulation software in a computer science course: Learning achievements and student flow experiences. Interactive Learning Environments, 24(4), 724-744.
  • Liu, C. C., Cheng, Y. B. & Huang, C. W. (2011). The effect of simulation games on the learning of computational problem solving. Computers & Education, 57(3), 1907-1918.
  • Malone, T. W. (1981). Toward a theory of intrinsically motivating instruction. Cognitive Science, 5(4), 333-369.
  • Moneta, G. B. & Csikszentmihalyi, M. (1996). The effect of perceived challenges and skills on the quality of subjective experience. Journal of Personality, 64(2), 275-310.
  • Nabi, R. L. & Krcmar, M. (2004). Conceptualizing media enjoyment as attitude: Implications for mass media effects research. Communication Theory, 14(4), 288-310.
  • Ninaus, M., Moeller, K., McMullen, J. & Kiili, K. (2017). Acceptance of game-based learning and intrinsic motivation as predictors for learning success and flow experience. International Journal of Serious Games, 4(3), 15-30.
  • Ninaus, M., Pereira, G., Stefitz, R., Prada, R., Paiva, A., Neuper, C. & Wood, G. (2015). Game elements improve performance in a working memory training task. International Journal of Serious Games, 2(1), 3-16.
  • Özdamar, K. (2004). Tabloların oluşturulması, güvenirlik ve soru analizi. Paket programlarla istatistiksel veri analizi-1 (5. b.). Eskişehir: Kaan Kitabevi.
  • Paras, B. & Bizzochi, J. (2005). Game, motivation, and effective learning: An integrated model for educational game design. Paper presented at the Digital Games Research Association. Aralık, Vancouver, British Columbia, Kanada.
  • Pearce, J. M., Ainley, M. & Howard, S. (2005). The ebb and flow of online learning. Computers in Human Behavior, 21(5), 745-771.
  • Perttula, A., Kiili, K., Lindstedt, A. & Tuomi, P. (2017). Flow experience in game based learning–a systematic literature review. International Journal of Serious Games, 4(1), 57-72.
  • Procci, K., Singer, A. R., Levy, K. R. & Bowers, C. (2012). Measuring the flow experience of gamers: An evaluation of the DFS-2. Computers in Human Behavior, 28(6), 2306-2312.
  • Samancıoğlu, M., Bağlıbel, M. & Bindak, R. (2015). Liderlik Yoğunluğu Envanterinin Türkçe formunun geçerlik ve güvenirlik çalışması. Erciyes Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 1(39), 132-144.
  • Sanjamsai, S. & Phukao, D. (2018). Flow experience in computer game playing among Thai university students. Kasetsart Journal of Social Sciences, 39(2), 175-182.
  • Sun, J. C. Y., Kuo, C. Y., Hou, H. T. & Lin, Y. Y. (2017). Exploring learners’ sequential behavioral patterns, flow experience, and learning performance in an anti-phishing educational game. Journal of Educational Technology & Society, 20(1), 45-60.
  • Sweetser, P. & Wyeth, P. (2005). GameFlow: a model for evaluating player enjoyment in games. Computers in Entertainment (CIE), 3(3), 3.
  • Turan, N. (2019). Akış deneyimi üzerine genel bir literatür taraması. Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi(37), 181-199.
Toplam 45 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Zeynep Cömert 0000-0002-1841-4194

Yavuz Samur 0000-0003-4269-7099

Erken Görünüm Tarihi 23 Aralık 2023
Yayımlanma Tarihi 29 Aralık 2023
Gönderilme Tarihi 9 Mart 2023
Kabul Tarihi 30 Ekim 2023
Yayımlandığı Sayı Yıl 2023

Kaynak Göster

APA Cömert, Z., & Samur, Y. (2023). Eğitsel Oyunlarda Akış Deneyimi Ölçeği Geliştirme Çalışması. Türk Eğitim Bilimleri Dergisi, 21(3), 1933-1951. https://doi.org/10.37217/tebd.1262657

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