Eğitsel bilgisayar oyunu bağlamlarında öğrencilerin motivasyonu hususunun yeniden incelenmesi

Year 2019, Volume: 8 Issue: 2, 129 - 159, 30.04.2019

Hakan Tüzün , Sasha A. Barab Michael K. Thomas

https://doi.org/10.19128/turje.546283

Cited By: 12

Abstract

Bu çalışmanın amacı, 9-12 yaş arasındaki çocukları
eğitsel görevlere yönlendirmek için üç boyutlu çok kullanıcılı bir ortam
kullanan çevrimiçi çok oyunculu eğitsel bir bilgisayar oyununun motivasyonel
öğelerini tespit etmektir. Araştırmacıların üzerinde çalışılan bağlamın hem
gözlemcisi hem de tasarımcısı olduğu ve etnografik yöntemlerin kullanılmasını
içeren bir süreç olan tasarım etnoğrafyası bu oyunu araştırmak için yöntemsel
bir yaklaşım olarak kullanılmıştır. Eğitsel oyunu oynayan yirmi katılımcıyla
görüşme yapılmış ve katılımcıların oyunu oynadıkları doğal bir ortamda uzun
süreli gözlemler yapılmıştır. Görüşme ve gözlem kayıtlarını çözümlemek için
temellendirilmiş kuramın sürekli karşılaştırma yöntemi kullanılmıştır. Bu
çalışmada kullanılan nitel yöntemler, motivasyonla ilgili önceki araştırmalara
ek görüşler sağlamıştır. Video oyunları konusundaki önceki motivasyon
araştırmalarında belirlenen 5 yapıya (uğraşı, merak, kontrol, fantezi ve
tercih) ek olarak 10 motivasyon öğesi, oyunu deneyimleyen 20 çocukla yapılan
görüşmeler ve gözlemlerin çözümlemesinden ortaya çıkmıştır. Bunlar kimlik sunumu,
sosyal ilişkiler, oynama, öğrenme, başarı, ödüller, çevreleyen bağlam,
benzersizlik, yaratıcılık ve bağlam’dır.

Keywords

Bilgisayar oyunları, Video oyunları, Motivasyon, Öğrenme, Eğitim

Reconsidering the motivation of learners in educational computer game contexts

Abstract

The purpose of this study was to identify motivational elements of an
online multi-player educational computer game that uses a 3D multi-user
environment to immerse children ages 9-12 in educational tasks. The
methodological approach design ethnography, a process that involves using
ethnographic methods when the researchers are both observers and designers of
the context being studied, was employed for researching this game. Interviews
were completed with twenty participants playing the educational game and
prolonged observations were conducted where participants played the game in a
natural setting. The constant comparison method of grounded theory was used for
analyzing interview and observation records. The qualitative methods used in
this study allowed for additional insights into previous research on
motivation. In addition to the 5 constructs identified in previous motivation
research on videogames (challenge, curiosity, control, fantasy, and choice), 10
additional motivational elements to play the game emerged from an analysis of
interviews with and observations of the 20 children participating in this
study. These were identity presentation, social relations, playing, learning,
achievement, rewards, immersive context, uniqueness, creativity, and context of
support.

Keywords

Computer games, Video games, Motivation, Learning, Education

References

• Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, IN: Prentice Hall.
• Barab, S. A., Arici, A., & Jackson, C. (2005). Eat your vegetables and do your homework: A design-based investigation of enjoyment and meaning in learning. Educational Technology, 45(1), 15-21.
• Barab, S. A., & Plucker, J. A. (2002). Smart people or smart contexts? Cognition, ability, and talent development in an age of situated approaches to knowing and learning. Educational Psychologist, 37(3), 165-182.
• Barab, S. A., Thomas, M. K., Dodge, T., Carteaux, B., & Tuzun, H. (2005). Making learning fun: Quest Atlantis, a game without guns. Educational Technology Research and Development, 53(1), 86-107.
• Barab, S. A., Thomas, M. K., Dodge, T., Squire, K., & Newell, M. (2004). Critical design ethnography: Designing for change. Anthropology and Education Quarterly 35(2), 254-268.
• Bennett, M., & Yeeles, C. (1990). Children’s understanding of showing off. Journal of Social Psychology, 130(5), 591-596.
• Bogdan, R. C., & Biklen, S. K. (1998). Qualitative research for education: An introduction to theory and methods (3rd Ed.). Needhan Heights, MA: Allyn & Bacon.
• Bruner, J. S. (1960). The process of education. Cambridge, MA: Harvard University Press.
• Bruner, J. S. (1973). The relevance of education. New York, NY: Norton.
• Cameron, J., Banko, K. M., & Pierce, W. D. (2001). Pervasive negative effects of rewards on intrinsic motivation: The myth continues. The Behavior Analyst, 24, 1-44.
• Cameron, J., & Pierce, W. D. (1994). Reinforcement, reward, and intrinsic motivation: A meta-analysis. Review of Educational Research, 64, 363-423.
• Chen, G. D., Shen, G. Y., Ou, K. L., & Liu, B. J. (1998). Promoting motivation and eliminating disorientation for web based courses by a multi-user game. Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 1998(1), 1-7. (ERIC Document Reproduction Service No. ED 428 657)
• Clark, R. E. (1983). Reconsidering research on learning from media. Review of Educational Research, 53(4), 445-459.
• Clifford, J., & Marcus, G. (Eds.). (1986). Writing culture: The poetics and politics of ethnography. Berkeley, CA: University of California Press.
• Corbit, M. (2002). Building virtual worlds for informal science learning (scicentr and scifair) in the active worlds educational universe (AWEDU). Presence: Teleoperators & Virtual Environments, 11(1), 55-67.
• Cordova, D. I., & Lepper, M. R. (1996). Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice. Journal of Educational Psychology, 88(4), 715-730.
• Davies, M. L., & Crowther, D. E. A. (1995). The benefits of using multimedia in higher education: Myths and realities. Active Learning, (3), 3-6.
• De Charms, R. (1968). Personal causation. New York, NY: Academic Press.
• Deci, E. L. (1971). Effects of externally mediated rewards on intrinsic motivation. Journal of Personality and Social Psychology, 18, 105-115.
• Deci, E. L. (1972). Effects of contingent and non-contingent rewards and controls on intrinsic motivation. Organizational Behavior and Human Performance, 8, 217-229.
• Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125, 627-668.
• Deci, E. L., Koestner, R., & Ryan, R. M. (2001). Extrinsic rewards and intrinsic motivation in education: Reconsidered once again. Review of Educational Research, 71(1), 1-27.
• Denzin, N. K. (1970). The research act: A theoretical introduction to sociological methods. Chicago, IL: Aldine.
• Denzin, N. K. (1978). The research act: A theoretical introduction to sociological methods (2nd ed.). New York, NY: McGraw-Hill.
• Dewey, J. (1916/1966). Democracy and education: An introduction to the philosophy of education. New York, NY: The Free Press.
• Dewey, J. (1938/1963). Experience and education. New York, NY: The Macmillan Publishing Company.
• Dickey, M. D. (2000). 3D virtual worlds and learning: An analysis of the impact of design affordances and limitations in active worlds, blaxxun interactive, and onlive! traveler; and a study of the implementation of active worlds for formal and informal education. Dissertation Abstracts International, 60(08). (Publication No. AAT 9941313).
• Dictionary.com-uniqueness. (2004). Retrieved January 5, 2004, from http://dictionary.reference.com/search?q=uniqueness
• Donath, J. S. (1998). Identity and deception in the virtual community. In P. Kollock, & M. Smith (Eds.). Communities in Cyberspace. London: Routledge.
• Eisenberger, R., & Cameron, J. (1996). Detrimental effects of reward: Reality or myth? American Psychologist, 51, 1153-1166.
• Fetterman, D. M. (1998). Ethnography: Step by step (2nd ed.). Thousand Oaks, CA: Sage.
• Fielding N. G., & Fielding, J. L. (1986). Linking data. Beverly Hills, CA: Sage.
• Fox, J. M., & Fox, R. L. (2000). Exploring the nature of creativity. Dubuque, IO: Kendall/Hunt.
• Franken, R. E. (1998). Human motivation (4th Ed.). Pacific Grove, CA: Brooks/Cole Publishing Company.
• Garris, R., Ahlers, R., & Driskell, J. E. (2002). Games, motivation, and learning: A research and practice model. Simulation & Gaming, 33(4), 441-467.
• Gee, J. P. (2003). What video games have to teach us about learning and literacy. New York, NY: Palgrave Macmillan.
• Geertz, C. (1973). The interpretation of cultures. New York, NY: Basic Books.
• Gladwell, M. (2000). The tipping point: How little things can make a big difference. New York, NY: Little, Brown and Company.
• Glaser, B. G. (1978). Theoretical sensitivity: Advances in the methodology of grounded theory. Mill Valley, CA: The Sociology Press.
• Glaser, B. G. (1992). Emergence vs forcing: Basics of grounded theory analysis. Mill Valley, CA: Sociology Press.
• Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago, IL: Aldine.
• Good, T. L., & Brophy, J. E. (1997). Looking in classrooms (7th ed.). New York, NY: Longman.
• Harter, S. (1981). A new self-report scale of intrinsic versus extrinsic orientation in the classroom: Motivational and informational components. Developmental Psychology, 17, 300-312.
• Herz, J. C. (1997). Joystick nation: How videogames ate our quarters, won our hearts, and rewired our minds. Boston: Little, Brown, and Co.
• Herzberg, F., Mausner, B., & Snyderman, B. B. (1959). The motivation to work (2nd ed.). New York, NY: John Wiley & Sons.
• Jackson, M. (Ed.). (1996). Things as they are: New directions in phenomenological Anthropology. Bloomington: Indiana University Press.
• Jarvela, S. (2001). Shifting research on motivation and cognition to an integrated approach on learning and motivation in context. In S. Volet & S. Jarvela (Eds.), Motivation in learning contexts: Theoretical and methodological implications (pp. 3-14). Amsterdam: Pergamon Press.
• Josef, N. (2016). Minecraft and the building blocks of creative individuality. Configurations, 24(4), 471-500.
• Keller, J. M. (1987). Development and use of the ARCS model of motivational design. Journal of Instructional Development, 10(3), 2-10.
• Krendl, K. A., & Broihier, M. (1991). Student responses to computers: A longitudinal study. Journal of Educational Computing Research, 8(2), 215-227.
• Kruglanski, A. W., Friedman, I., & Zeevi, G. (1971). The effects of extrinsic incentive on some qualitative aspects of task performance. Journal of Personality, 39, 606-617.
• Langer, E. J. (1997). The power of mindful learning. Reading, MA: Addison-Wesley Publishing Company, Inc.
• Lee, S. H., & Boling, E. (1999). Screen design guidelines for motivation in interactive multimedia instruction: A survey and framework for designers. Educational Technology, 39(3), 19-26.
• Lepper, M. R., Greene, D., & Nisbett, R. E. (1973). Undermining children’s intrinsic interest with extrinsic rewards: A test of the “overjustification” hypothesis. Journal of Personality and Social Psychology, 28, 129-137.
• Lepper, M. R., & Henderlong, J. (2000). Turning “play” into “work” and “work” into “play”: 25 years of research on intrinsic and extrinsic motivation. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 257-307). San Diego, CA: Academic Press.
• Lepper, M. R., Sethi, S., Dialdin, D., & Drake, M. (1996). Intrinsic and extrinsic motivation: A developmental perspective. In S. S. Luthar, J. A. Burack, D. Cicchetti, & J. R. Weisz (Eds.), Developmental psychopathology: Perspectives on adjustment, risk, and disorder (pp. 23-50). Cambridge: Cambridge University Press.
• Lincoln, Y. S., & Guba E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage.
• Lott, B. (1977). Sex role ideology and the observed social behavior of children. Paper presented at the Annual Meeting of the Eastern Psychological Association, Boston, MA.
• Malone, T. W. (1980). What makes things fun to learn? A study of intrinsically motivating computer games. Dissertation Abstracts International, 41 (05), 1955B. (UMI No. 8024707)
• Malone, T. W., & Lepper, M. R. (1987). Making learning fun: A taxonomy of intrinsic motivations for learning. In R. E. Snow & M. J. Farr (Eds.), Aptitude, learning and instruction: Conative and affective process analyses (pp. 223-253). Hillsdale, NJ: Lawrence Erlbaum Associates.
• Martin, B. L., & Briggs, L. J. (1986). The affective and cognitive domains: Integration for instruction and research. Englewood Cliffs, NJ: Educational Technology Publications.
• Merriam, S. B. (1998). Qualitative research and case study applications in education: Revised and extended from case study research in education (2nd ed.). San Francisco, CA: Jossey-Bass Inc.
• Morningstar, C, & Farmer, F. R. (1991). The lessons of lucasfilm’s habitat. In M. Benedikt (Ed.), Cyberspace: First steps (pp. 273-302). Cambridge, MA: MIT Press.
• Nebel, S., Schneider, S., & Rey, G. D. (2016). Mining learning and crafting scientific experiments: A literature review on the use of minecraft in education and research. Educ. Technology & Society, 19(2), 355-366.
• Osberg, K. M. (1997). Constructivism in practice: The case for meaning-making in the virtual world. Dissertation Abstracts International, 58(06). (Publication No. AAT 9736351).
• Osberg, K. M., Rose, H., Winn, W., Hollander, A., Hoffman, H., & Char, P. (1997). The effect of having grade seven students construct virtual environments on their comprehension of science. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL. Retrieved November 18, 2003, from http://www.hitl.washington.edu/publications/r-97-19/
• Patton, M. Q. (1980). Qualitative evaluation methods. Beverly Hills, CA: Sage.
• Patton, M. Q. (1987). How to use qualitative methods in evaluation. Newbury Park, CA: Sage.
• Prensky, M. (2002). The motivation of gameplay or, the real 21st century learning revolution. On The Horizon, 10(1), 5-11.
• Rogers, E. M. (1995). Diffusion of innovations. New York, NY: Free Press.
• Schloss, P. J., & Smith, M. A. (1999). Conducting research. Upper Saddle River, NJ: Prentice Hall.
• Schroeder, R., Huxor, A., & Smith, A. (2001). Activeworlds: Geography and social interaction in virtual reality. Futures, 33(7), 569-587.
• Sellers, M. (2002). Creating effective groups and group roles in MMP games. Retrieved December 14, 2003, from http://www.gamasutra.com/resource_guide/20020916/sellers_01.htm
• Silverman, D. (1993). Interpreting qualitative data: Methods for analyzing talk, text, and interaction. London, Sage.
• Singer, D. G., & Singer, J. L. (1998). Fantasy and imagination. In D. P. Fromberg (Ed.), Play from birth to twelve and beyond: Contexts, perspectives, and meanings (pp. 313-318). New York, NY: Garland.
• Steinkuehler, C. A. (2006). Massively multiplayer online videogaming as participation in a Discourse. Mind, Culture, & Activity, 13(1), 38-52.
• Strauss, A., & Corbin, J. (1994). Grounded theory methodology: An Overview. In N. K. Denzin, & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 273-285). Thousand Oaks, CA: Sage.
• Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). Thousand Oaks, CA: Sage.
• Turkle, S. (1995). Life on the screen: Identity in the age of the internet. New York, NY: Simon & Schuster.
• 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.
• Tzeng, S. C. (2001). Optimizing challenges and skills in the design of an educational computer game and exploring adolescents’ gaming beliefs. Paper presented at the meeting of the Association for Educational Communications and Technology Conference, Atlanta, GA.
• Weiner, B. (1990). History of motivational research in education. Journal of Educational Psychology, 82, 616-622.
• Wlodkowski, R. J. (1986). Motivation and teaching: A practical guide. Washington, DC: National Education Association.
• Woolley, B. (1992). Virtual worlds: A journey in hype and hyperreality. Oxford, UK: Blackwell.