Opinions of Primary School Teachers about Gamification in Education

Neslihan Arslan; Mehmet Arif Bozan; Mehmet Ayar

Makale detayları

Opinions of Primary School Teachers about Gamification in Education

Yazarlar:

Neslihan Arslan | Mehmet Arif Bozan | Mehmet Ayar

Yayıncı:

Harran University

Ana Başlıklar:

Eğitim Sosyolojisi

Dergi:

Harran Maarif Dergisi Vol.8 Issue 2, pp.144-164

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001300258

pISSN:

2564-761X

Anahtar kelimeler:

Özet:

 Gamification is a method that finds its place in various fields such as health education, marketing, aiming to solve motivational problems and achieve long-term behavior change in participants. In gamification in education, it is not just about adding a game while teaching information but combining it with game mechanics to make it easy for students to reach their goals and behaviors and to ensure that their learning is lasting. The aim of this study is to gather the opinions of classroom teachers about the gamification method. In the study, the single-case design, one of the patterns of qualitative research, was used. The study group of the research consisted of 10 classroom teachers working in a public school in the Başakşehir district of Istanbul. Data were obtained using a semi-structured interview form. Content analysis, one of the techniques of analyzing qualitative data, was preferred for data analysis. After the interviews with the teachers, the findings obtained were grouped under four main theme titles: what gamification concept evokes, the effect of gamification on the teaching process, the implementation of gamification, and the future of gamification. When the results of the findings were evaluated, it was observed that classroom teachers are aware of the importance of using the gamification method in instruction. They also stated that the implementation of the gamification method in the instructional process has positive effects and also includes some limitations.

 Gamification is a method that finds its place in various fields such as health education, marketing, aiming to solve motivational problems and achieve long-term behavior change in participants. In gamification in education, it is not just about adding a game while teaching information but combining it with game mechanics to make it easy for students to reach their goals and behaviors and to ensure that their learning is lasting. The aim of this study is to gather the opinions of classroom teachers about the gamification method. In the study, the single-case design, one of the patterns of qualitative research, was used. The study group of the research consisted of 10 classroom teachers working in a public school in the Başakşehir district of Istanbul. Data were obtained using a semi-structured interview form. Content analysis, one of the techniques of analyzing qualitative data, was preferred for data analysis. After the interviews with the teachers, the findings obtained were grouped under four main theme titles: what gamification concept evokes, the effect of gamification on the teaching process, the implementation of gamification, and the future of gamification. When the results of the findings were evaluated, it was observed that classroom teachers are aware of the importance of using the gamification method in instruction. They also stated that the implementation of the gamification method in the instructional process has positive effects and also includes some limitations.

 Gamification is a method that finds its place in various fields such as health education, marketing, aiming to solve motivational problems and achieve long-term behavior change in participants. In gamification in education, it is not just about adding a game while teaching information but combining it with game mechanics to make it easy for students to reach their goals and behaviors and to ensure that their learning is lasting. The aim of this study is to gather the opinions of classroom teachers about the gamification method. In the study, the single-case design, one of the patterns of qualitative research, was used. The study group of the research consisted of 10 classroom teachers working in a public school in the Başakşehir district of Istanbul. Data were obtained using a semi-structured interview form. Content analysis, one of the techniques of analyzing qualitative data, was preferred for data analysis. After the interviews with the teachers, the findings obtained were grouped under four main theme titles: what gamification concept evokes, the effect of gamification on the teaching process, the implementation of gamification, and the future of gamification. When the results of the findings were evaluated, it was observed that classroom teachers are aware of the importance of using the gamification method in instruction. They also stated that the implementation of the gamification method in the instructional process has positive effects and also includes some limitations.

 Oyunlaştırma, sağlık, eğitim, pazarlama gibi farklı alanlarda yer bulan, motivasyonel problemleri çözerek katılımcılarda uzun süreli davranış değişikliğini sağlamayı hedefleyen bir yöntemdir. Eğitimde oyunlaştırma yönteminde, yalnızca bilgiyi öğretirken oyunu eklemek değil oyun mekanikleri ile birleştirerek, öğrencilerin hedef ve davranışa kolayca ulaşabilmesini ve öğrenmelerinin kalıcı olmasını sağlamaktır. Bu nitel çalışmada, sınıf öğretmenlerinin oyunlaştırma yöntemi hakkındaki görüşlerini ortaya çıkartmayı amaçladık. Çalışmada nitel araştırmanın desenlerinden tekli durum deseni kullandık. Araştırmanın çalışma grubunda İstanbul ili Başakşehir ilçesinde devlet okulunda görev yapan 10 sınıf öğretmeni yer almıştır. Verileri, yarı yapılandırılmış görüşme formu ile topladık. Veri analizinde ise içerik analizi kullanmayı tercih ettik. Öğretmenlerle yapılan görüşme sonrasında elde edilmiş bulguları; oyunlaştırma kavramının çağrıştırdıkları, oyunlaştırmanın öğretim sürecine etkisi, oyunlaştırmanın uygulanması ve oyunlaştırmanın geleceği olmak üzere dört tema başlığı altında topladık. Sonuç olarak, sınıf öğretmenlerinin oyunlaştırma yöntemini öğretimde kullanılmasının öneminin farkında olduklarını gözledik. Ayrıca oyunlaştırma yönteminin öğretim süreci içerisinde uygulanmasının olumlu etkileri olmasına karşın bazı sınırlılıkları da içerdiğini gördük.

Makale detayları

Opinions of Primary School Teachers about Gamification in Education

Yazarlar:

Neslihan Arslan | Mehmet Arif Bozan | Mehmet Ayar

Yayıncı:

Harran University

Ana Başlıklar:

Eğitim Sosyolojisi

Dergi:

Harran Maarif Dergisi Vol.8 Issue 2, pp.144-164

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001300258

pISSN:

2564-761X

Primary school

gamification

case studySınıf öğretmenliği

oyunlaştırma

durum çalışması

Sayı

Makale detayları

Opinions of Primary School Teachers about Gamification in Education

Yazarlar: Neslihan Arslan | Mehmet Arif Bozan | Mehmet Ayar

Yayıncı: Harran University

Ana Başlıklar: Eğitim Sosyolojisi

Dergi: Harran Maarif Dergisi Vol.8 Issue 2, pp.144-164

Belge Tipi: Makale

Yayın Tarihi: 12/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001300258

pISSN: 2564-761X

Primary school

gamification

case studySınıf öğretmenliği

oyunlaştırma

durum çalışması

Sayı

Yazarlar:

Neslihan Arslan | Mehmet Arif Bozan | Mehmet Ayar

Yayıncı:

Harran University

Ana Başlıklar:

Eğitim Sosyolojisi

Dergi:

Harran Maarif Dergisi Vol.8 Issue 2, pp.144-164

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001300258

pISSN:

2564-761X