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Year 2022, Volume 9, Issue 1, 62 - 77, 15.03.2022
https://doi.org/10.33200/ijcer.969959

Abstract

References

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  • Demiralay, R. (2014). Evde ders okulda ödev modelinin benimsenmesi sürecinin yeniliğin yayılımı kuramı çerçevesinde incelenmesi [Examining the process of flipped classroom model acceptance in the context of diffusion of innovations theory] [Unpublished doctoral dissertation]. Gazi University, Institute of Education Sciences, Ankara.
  • Demiralay, R., & Karataş, S. (2014). Flipped classroom model. Journal of Research in Education and Teaching, 3(3), 333-340. Retrieved from http://jret.org/FileUpload/ks281142/File/31.demiralay.pdf
  • De-Marcos, L., Dominguez, A., Saenz-de-Navarrete, J., & Pages, C. (2014). An empirical study comparing gamification and social networking on e-learning. Computers & Education, 75(6), 82-91. doi: 10.1016/j.compedu.2014.01.012
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  • Dominguez, A., Saenz-de-Navarrete, J., De-Marcos, L., Fernandez-Sanz, L., Pages, C., & Martinez-Herraiz, J. J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63, 380-392. doi: 10.1016/j.compedu.2012.12.020
  • Filiz, O., & Kurt, A. A. (2015). Flipped learning: Misunderstandings and the truth. Journal of Educational Sciences Research, 5(1), 215-229. doi: 10.12973/jesr.2015.51.13
  • Fisher, R. L., LaFerriere, R., &Rixon, A. (2020). Flipped learning: An effective pedagogy with an Achilles’ heel. Innovations in Education and Teaching International, 57(5), 543-554. doi: 10.1080/14703297.2019.1635904
  • Fraenkel, J. R., & Wallen, N. E. (2012). How to design and evaluate research in education (8th ed.). McGraw-Hill.
  • Gençer, B. G. (2015). Okullarda ters-yüz sınıf modelinin uygulanmasına yönelik bir vaka çalışması [A case study towards the implementation of the flipped classroom model in the schools] [Unpublished master’s thesis]. Bahçeşehir University, Institute of Education Sciences, İstanbul.
  • Gómez-Carrasco, C. J, Monteagudo-Fernández, J., Moreno-Vera, J.R., & Sainz-Gómez, M. (2020). Evaluation of a gamification and flipped-classroom program used in teacher training: Perception of learning and outcome. PLOS ONE, 15(7), e0236083. doi: 10.1371/journal.pone.0236083
  • Güç, F. (2017). Rasyonel sayılar ve rasyonel sayılarda işlemler konusunda ters-yüz sınıf uygulamasının etkileri [The effect of the flipped classroom practice on the rational numbers and operations with rational numbers] [Unpublished master’s thesis]. Amasya University, Institute of Science, Amasya.
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Flipped Learning and Gamification in Information Technologies and Software Course

Year 2022, Volume 9, Issue 1, 62 - 77, 15.03.2022
https://doi.org/10.33200/ijcer.969959

Abstract

This study aims to find the effect of flipped learning and gamification methods on the success of the students in the Ethics and Security Unit, which is a unit of the fifth grade Information Technologies and Software Course compared to the traditional method. Also, it aims to decide the opinion of the students about the flipped learning and gamification methods. The study uses a mixed research design, included both quantitative and qualitative research methods. The study’s quantitative part is focused on the non-equivalent group pretest-posttest design, and the qualitative part is based on the case study design. The sample consists of 32 fifth grade students from a secondary school in a city in western Turkey. There are 16 students in the experimental group and 16 students in the control group. The ethics and security achievement test, which is developed by the researchers is used for collecting the quantitative data. The semi-structured interviews with students in the experimental group are performed for qualitative data. The descriptive statistics and two-way analysis of variance for mixed measures are used to analyze the quantitative data and the content analysis method is used to analyze the qualitative data. According to the results of the study, the students in the experimental group are more successful than the students in the control group. The students express positive opinions about the flipped learning and gamification methods in the interviews.

References

  • Alsancak Sırakaya, D. (2017). Student views on gamified flipped classroom model. Ondokuz Mayis University Journal of Faculty of Education, 36(1), 114-132. doi: 10.7822/omuefd.327393
  • Alpar, R. (2016). Spor, sağlık ve eğitim bilimlerinden örneklerle uygulamalı istatistik ve geçerlik-güvenirlik [Applied statistics and validity-reliability with examples from sports, health and educational sciences] (4th ed.). Ankara: Detay Yayıncılık.
  • Ar, N. A. (2016). Oyunlaştırmayla öğrenmenin meslek lisesi öğrencilerinin akademik başarı ve öğrenme stratejileri kullanımı üzerine etkisi [The effects of gamification on academic achievement and learning strategies usage of vocational high school students] [Unpublished master’s thesis]. Sakarya University, Institute of Education Sciences, Sakarya.
  • Aral, N., Gürsoy, F., & Köksal, A. (2001). Oyun [Game]. Ankara: Ya-Pa Yayınları.
  • Aydın, B. (2016). Ters yüz sınıf modelinin akademik başarı, ödev/görev stres düzeyi ve öğrenme transferi üzerindeki etkisi [The effects of flipped classroom model on academic achievement, homework/task stress level and transfer of learning] [Unpublished master’s thesis]. Süleyman Demirel University, Institute of Education Sciences, Isparta.
  • Bergmann, J., & Sams, A. (2012). How the flipped classroom is radically transforming learning. Retrieved from http://www.thedailyriff.com/articles/how-the-flipped-classroom-is-radically-transforming-learning-536.php
  • Boyraz, S. (2014). İngilizce öğretiminde tersine eğitim uygulamasının değerlendirilmesi [Evaluating flipped classroom/education method in English teaching] [Unpublished master’s thesis]. Afyon Kocatepe University, Institute of Social Sciences, Afyonkarahisar.
  • Büyüköztürk, Ş. (2017). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni SPSS uygulamaları ve yorum [Data analysis handbook for social sciences: Statistics, research design SPSS applications and interpretation] (23rd ed.). Ankara: Pegem Akademi.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2014). Bilimsel araştırma yöntemleri [Scientific research methods] (17th ed.). Ankara: Pegem Akademi.
  • Chen, Y., Wang, Y., Kinshuk ve Chen, N. S. (2014). Is FLIP enough? Or should we use the FLIPPED model instead? Computers and Education, 79, 16-27. doi: 10.1016/j.compedu.2014.07.004
  • Creswell, J., & Plano Clark, V. (2015). Karma yöntem araştırmaları tasarımı ve yürütülmesi [Designing and conducting mixed methods research] (Y. Dede, & S. B. Demir, Trans.). Ankara: Anı Yayıncılık. (Original work published 2011)
  • Çakır, E., & Yaman, S. (2018). The effect of flipped classroom model on students’ science success and computational thinking skills. Gazi University Journal of Gazi Educational Faculty (GUJGEF), 38(1), 75-99. Retrieved from http://www.gefad.gazi.edu.tr/en/download/article-file/462732
  • Demiralay, R. (2014). Evde ders okulda ödev modelinin benimsenmesi sürecinin yeniliğin yayılımı kuramı çerçevesinde incelenmesi [Examining the process of flipped classroom model acceptance in the context of diffusion of innovations theory] [Unpublished doctoral dissertation]. Gazi University, Institute of Education Sciences, Ankara.
  • Demiralay, R., & Karataş, S. (2014). Flipped classroom model. Journal of Research in Education and Teaching, 3(3), 333-340. Retrieved from http://jret.org/FileUpload/ks281142/File/31.demiralay.pdf
  • De-Marcos, L., Dominguez, A., Saenz-de-Navarrete, J., & Pages, C. (2014). An empirical study comparing gamification and social networking on e-learning. Computers & Education, 75(6), 82-91. doi: 10.1016/j.compedu.2014.01.012
  • 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). Tampere, Finland: ACM. doi: 10.1145/2181037.2181040
  • Dominguez, A., Saenz-de-Navarrete, J., De-Marcos, L., Fernandez-Sanz, L., Pages, C., & Martinez-Herraiz, J. J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63, 380-392. doi: 10.1016/j.compedu.2012.12.020
  • Filiz, O., & Kurt, A. A. (2015). Flipped learning: Misunderstandings and the truth. Journal of Educational Sciences Research, 5(1), 215-229. doi: 10.12973/jesr.2015.51.13
  • Fisher, R. L., LaFerriere, R., &Rixon, A. (2020). Flipped learning: An effective pedagogy with an Achilles’ heel. Innovations in Education and Teaching International, 57(5), 543-554. doi: 10.1080/14703297.2019.1635904
  • Fraenkel, J. R., & Wallen, N. E. (2012). How to design and evaluate research in education (8th ed.). McGraw-Hill.
  • Gençer, B. G. (2015). Okullarda ters-yüz sınıf modelinin uygulanmasına yönelik bir vaka çalışması [A case study towards the implementation of the flipped classroom model in the schools] [Unpublished master’s thesis]. Bahçeşehir University, Institute of Education Sciences, İstanbul.
  • Gómez-Carrasco, C. J, Monteagudo-Fernández, J., Moreno-Vera, J.R., & Sainz-Gómez, M. (2020). Evaluation of a gamification and flipped-classroom program used in teacher training: Perception of learning and outcome. PLOS ONE, 15(7), e0236083. doi: 10.1371/journal.pone.0236083
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Details

Primary Language English
Subjects Social
Journal Section Articles
Authors

Gülseren TARHAN This is me
Ministry of National Education, Sarıbeyler Secondary School
0000-0002-2493-6757
Türkiye


Gülcan ÖZTÜRK (Primary Author)
Balıkesir Üniversitesi
0000-0003-4399-1329
Türkiye

Publication Date March 15, 2022
Published in Issue Year 2022, Volume 9, Issue 1

Cite

APA Tarhan, G. & Öztürk, G. (2022). Flipped Learning and Gamification in Information Technologies and Software Course . International Journal of Contemporary Educational Research , 9 (1) , 62-77 . DOI: 10.33200/ijcer.969959

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IJCER (International Journal of Contemporary Educational Research) ISSN: 2148-3868