Metaphors Developed by Teachers for the Gamification Approach in Education

Niyazi Aksoy; Elif Aksoy; Ertugrul Usta

doi:10.51535/tell.1185893

EN

Metaphors Developed by Teachers for the Gamification Approach in Education

Abstract

The purpose of this study is to determine teachers' perceptions of gamification approach in education through metaphors. The study group of the research consists of 60 teachers who received "Gamification in Education" training under the Sakarya Provincial Directorate of National Education using the purposive sampling method. In order to collect data in the research, a "metaphor form" was prepared. In metaphor form, teachers said “It is like gamification; because…” were asked to complete the sentence. "Content analysis" method was used in the analysis of the data. The main problem of the research is, which metaphors do teachers use to describe the concept of gamification in education? According to the results of the research, 42 valid metaphors created by the teachers were grouped under 7 categories. Teachers' approach to gamification in education; It has been determined that they perceive it as an inclusive and entertaining approach that reflects real life, increases motivation, facilitates learning, increases imagination and creativity, reaches every child. The metaphors revealed as a result of the research can be used in terms of defining the gamification approach, facilitating its comprehensibility, and creating a rich content in revealing its difference from children's games.

Keywords

gamification, gamification in education, metaphor, teacher, gamification, gamification in education, metaphor, teacher

References

Aksoy, N. & Usta, E. (2020). Secondary school students’ views on the use of digital badges in the education information network (ein) system, Turkish Journal of Primary Education, 5 (1), 59-74. Retrieved from https://dergipark.org.tr/en/pub/tujped/issue/55035/746824
Arslan, M. M., & Bayrakcı, M. (2006). Examination of metaphorical thinking and learning approach in terms of education. Journal of National Education, (171), 100-108.
Avşar, E. K., & İsabetli, E. (2017). Gamification in education. Ekonomik, Journal of Social and Political Analysis (1), 20-33.
Bolat, Y. İ., Şimşek, Ö., & Ülker, Ü. (2017). The impact of gamified online classroom response system on academic achievement and views about this system. Abant İzzet Baysal University Journal of the Faculty of Education, 17(4), 1741 - 1761. https://doi.org/10.17240/aibuefd.2017.17.32772-363964
Buckley, P., & Doyle, E. (2016). Gamification and student motivation. Interactive Learning Environments, 24(6), 1162-1175. https://doi.org/10.1080/10494820.2014.964263
Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2019). Scientific research methods in education. Ankara: Pegem Akademi.
Çoklar, A. N., & Bağcı, H. (2009). Metaphors developed about education technology concept by teacher candidates. Journal of Qafqaz University, 172-184.
Çoklar, A. N., & Bağcı, H. (2018). Determine of the perceptions about media concept of high school, MANAS Journal of Social Studies, 7(1), 89-102.
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining “gamification”. In Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments (pp. 9–15). New York, NY, USA: ACM. doi:10.1145/2181037.2181040
Erümit, S. F. (2016). Using gamification approaches in education: a design based research (Doctoral Thesis Atatürk University, Institute of Education Sciences, Erzurum). https://tez.yok.gov.tr/

Giren, S., & Durak, E. (2015). Early childhood education teachers’ metaphors about toy concept, Bartın University Journal of the Faculty of Education, 4(2), 561-575.
Gülbahar, Y. (2005). Individual preferences in a web-supported instructional environment, The Turkish Online Journal of Educational Technology, 4(2), 76-82.
Gündoğan, A., & Ergenekon, E. (2019). “Drama is Life” A Metaphor Analysis Study. Kastamonu Journal of the Faculty of Education, 27(4), 1777-1786.
Hamari, J. (2022). Gamification. In The Blackwell Encyclopedia of Sociology, G. Ritzer (Ed.). https://doi.org/10.1002/9781405165518.wbeos1321
Hamari, J., Kouvisto, J., & Sarsa, H. (2014). Does gamification work? a literature review of empirical studies on gamification. 47th Hawaii International Conference on System Sciences (s. 3025-3034). Waikoloa, HI, ABD: IEEE. doi:10.1109 / HICSS.2014.377
Hazar, Z., Demir, G. T., & Dalkıran, H. (2017). Investigation of secondary school students’ perceptions of traditional game and digital game: a comparative metaphor study. Spormetre, 15(4), 179-190.
Huizinga, J. (2017). Homo Ludens. (M. A. Çev., Dü.) İstanbul: Ayrıntı Press.
Kai-Yi Chin, Ching-Sheng Wang & Yen-Lin Chen (2019) Effects of an augmented reality-based mobile system on students’ learning achievements and motivation for a liberal arts course, Interactive Learning Environments, 27:7, 927-941, DOI: 10.1080/10494820.2018.1504308
Kalkan, A. (2016). Investigation of the effect of gamification in 3d virtual worlds on the achievement, flow and attitudes of secondary school 5th grade students. Master’s Thesis (Atatürk University / Department of Computer Education and Instructional Technologies).
Kapp, K. M. (2012). The Gamification of Learning and instruction: game-based methods and strategies for training and education. John Wiley & Sons, Inc.
Karataş, E. (2014). Gamification in education: research trends. Ahi Evran University Kırşehir Journal of the Faculty of Education, 15(2), 315-333.
Kaya, H. E. (2013). Metaphors and models in internet based learning. Amasya University Journal of the Faculty of Education, 2(1), 170-193.
Kunduracıoğlu, İ. (2018). Content analysis study on gamification concept. (Master’s Thesis, Balıkesir University, Graduate School of Natural and Applied Sciences, Balıkesir). https://tez.yok.gov.tr/
Landers, R. N., Auer, E. M., Collmus, A. B., & Armstrong, M. B. (2018). Gamification science, its history and future: definitions and a research agenda. Simulation & Gaming, 49(3), 315–337. https://doi.org/10.1177/1046878118774385.
Landers, R. N. (2014). Developing a theory of gamified learning: linking serious games and gamification of learning. Simulation & Gaming, 45(6), 752–768. https://doi.org/10.1177/1046878114563660.
Liu, Y., Alexandrova, T., Nakajima, T., & Lehdonvirta, V. (2011). Mobile image search via local crowd: A user study. In 1st International Workshop on Cyber-Physical Systems, Networks, and Applications, CPSNA 2011 (Vol. 2, pp. 109–112). Toyama. Retrieved from http://www.scopus.com/inward/record.url?eid=2s2.084862936998&partnerID=40& md5=5d93dda67cef4159f027554b95833ef3
Lopez, C. E., & Tucker, C. S. (2019). The effects of player type on performance: A gamification case study. Computers in Human Behavior, 91, 333-345.
McGonigal, J. (2011). Reality is broken: Why games make us better and how they can change the world. New York: The Penguin Press.
Mine Çeliköz, Y. E. (2017). The Views of field lecturers on the constructivist practice in the curriculum and instruction: a mixed method research. Journal of Research in Education and Teaching, 6(2), 286-304.
MoNE. (2018). Board decisions and indexes from past to present. On January 14, 2020, MoNE Board of Education: https://ttkb.meb.gov.tr/www/gecmisten-gunumuze-kurul-kararlari/icerik/152
MoNE. (2019). 2023 education vision. 01 14, 2019 on https://2023vizyonu.meb.gov.tr/
NED, S. (2018). Applied gamification training. 01 12, 2020 on Sakarya Eğitim Akademisi: http://sakaryaarge.meb.gov.tr/projeler/SEAK/egitimdetay.aspx?EgitimID=42
Öncü, S. (2016). Systemic change in education. Y. G. Kürşat Çağıltay in, Fundamentals of Instructional Technologies (s. 699-722). Pegem Akademi.
Özcan, Ş. (2019). A meta-analysis study on research on gamification in education. (Master Thesis, Fırat University, Elazığ). https://tez.yok.gov.tr/
Özsoylu, A. F. (2017). Industry 4.0., Journal of Cukurova University Faculty of Economics and Administrative Sciences, 21(1), 41-64.
Öztemel, E. (2018). Evaluation of new trends in education and education 4.0, Journal of University Research, 1(1), 25-30.
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6. doi:https://doi.org/10.1108/10748120110424816
Prensky, M. (2001). Digital game-based learning. New York: McGraw-Hill.
Puncreobutr, D. (2016). Education 4.0: new challenge of learning. St. Theresa Journal of Humanities and Social Sciences, 2(2), 92-97. http://www.stic.ac.th/ojs/index.php/sjhs/article/view/Position%20Paper3/47
Saban, A. (2009). Mental images of teacher candidates regarding the concept of student. The Journal of Turkish Educational Sciences, 7(2), 281-326.
Sailer, M., Homner, L. (2020) The gamification of learning: a meta-analysis. Educ Psychol Rev 32, 77–112 https://doi.org/10.1007/s10648-019-09498-w
Sezgin, S., Bozkurt, A., Yılmaz, E. A., & Linden, N. v. (2018). Gamification, education and theoretical approaches: motivation, commitment and sustainability in learning processes. Mehmet Akif Ersoy University Journal of the Faculty of Education (45), 169-189.
Uğur-Erdoğmuş, F., & Çakır, R. (2022). Effect of gamified mobile applications and the role of player types on the achievement of students. Journal of Educational Computing Research, 60 (4), 1063–1080. https://doi.org/10.1177/07356331211065679
Werbach, K., & Hunter, D. (2012). For the win: how game thinking can revolutionize your business. Philadelphia: Wharton Digital Press.
Wichadee, S., & Pattanapichet, F. (2018). Enhancement of performance and motivation through application of digital games in an english language class. Teaching English with Technology (1), 77-92. 12 15, 2019 on https://www.ceeol.com/search/article-detail?id=606509
Wouters, P., van Nimwegen, C., van Oostendorp, H., & van der Spek, E. D. (2013). A meta-analysis of the cognitive and motivational effects of serious games. Journal of Educational Psychology, 105(2), 249–265. https://doi.org/10.1037/a0031311.
Yıldırım, İ., & Demir, S. (2014). Gamification and Education. International Journal of Human Sciences, 11(1), 655-670.
Zichermann, G., & Cunningham, C. (2011). Gamification by Design. Sebastopol: O’Reilly Media.

Details

Primary Language

English

Subjects

Other Fields of Education

Journal Section

Research Article

Authors

Niyazi Aksoy ^*
0000-0002-0153-2581
Türkiye

Elif Aksoy
0000-0003-1399-4430
Türkiye

Ertugrul Usta
0000-0001-6112-9965
Türkiye

Publication Date

December 31, 2022

Submission Date

October 7, 2022

Acceptance Date

November 12, 2022

Published in Issue

Year 2022 Volume: 4 Number: 2

DOI

https://doi.org/10.51535/tell.1185893

IZ

https://izlik.org/JA34DJ92DF

APA

Aksoy, N., Aksoy, E., & Usta, E. (2022). Metaphors Developed by Teachers for the Gamification Approach in Education. Journal of Teacher Education and Lifelong Learning, 4(2), 150-162. https://doi.org/10.51535/tell.1185893

AMA

1.Aksoy N, Aksoy E, Usta E. Metaphors Developed by Teachers for the Gamification Approach in Education. TELL. 2022;4(2):150-162. doi:10.51535/tell.1185893

Chicago

Aksoy, Niyazi, Elif Aksoy, and Ertugrul Usta. 2022. “Metaphors Developed by Teachers for the Gamification Approach in Education”. Journal of Teacher Education and Lifelong Learning 4 (2): 150-62. https://doi.org/10.51535/tell.1185893.

EndNote

Aksoy N, Aksoy E, Usta E (December 1, 2022) Metaphors Developed by Teachers for the Gamification Approach in Education. Journal of Teacher Education and Lifelong Learning 4 2 150–162.

IEEE

[1]N. Aksoy, E. Aksoy, and E. Usta, “Metaphors Developed by Teachers for the Gamification Approach in Education”, TELL, vol. 4, no. 2, pp. 150–162, Dec. 2022, doi: 10.51535/tell.1185893.

ISNAD

Aksoy, Niyazi - Aksoy, Elif - Usta, Ertugrul. “Metaphors Developed by Teachers for the Gamification Approach in Education”. Journal of Teacher Education and Lifelong Learning 4/2 (December 1, 2022): 150-162. https://doi.org/10.51535/tell.1185893.

JAMA

1.Aksoy N, Aksoy E, Usta E. Metaphors Developed by Teachers for the Gamification Approach in Education. TELL. 2022;4:150–162.

MLA

Aksoy, Niyazi, et al. “Metaphors Developed by Teachers for the Gamification Approach in Education”. Journal of Teacher Education and Lifelong Learning, vol. 4, no. 2, Dec. 2022, pp. 150-62, doi:10.51535/tell.1185893.

Vancouver

1.Niyazi Aksoy, Elif Aksoy, Ertugrul Usta. Metaphors Developed by Teachers for the Gamification Approach in Education. TELL. 2022 Dec. 1;4(2):150-62. doi:10.51535/tell.1185893