The The Effect of Educational Digital Games Designed by Students on the Teaching of the 6th Grade Effective Citizenship Learning Area in Social Studies Course
Abstract views: 123
/ 
PDF downloads: 108
DOI:
https://doi.org/10.52380/ijcer.2023.10.3.460Keywords:
Educational digital game, Coding, Social studies, StudentAbstract
Dijital oyunlar teknolojinin gelişmesiyle hayatımıza ve eğlence kültürümüze daha fazla dahil oldu. Her yaştan bireyin oynadığı ve aynı zamanda büyük keyif aldığı dijital oyunlar, eğitim faaliyetlerinde aktif olarak kullanılmaktadır. Ancak eğitim sürecinde kullanılan oyunların çoğunlukla farklı kurumlar tarafından geliştirilip pazarlandığı görülmektedir. Bu nedenle bu çalışmanın amacı, ortaokul öğrencilerinin kendi öğrenme deneyimlerinde daha aktif olabilmeleri ve dijital tüketiciler kadar dijital üreticiler de olabilmeleri için etkili vatandaşlık öğrenme alanında kullanılacak oyunları tasarlamalarını ve kodlamalarını sağlamaktır. Bu amaç doğrultusunda çalışmada karma yöntem araştırma desenlerinden biri olan açımlayıcı sıralı desen benimsenmiştir. Araştırmanın nicel boyutunda yarı deneysel desen kullanılarak veriler elde edildikten sonra bu verileri derinlemesine açıklamak için öğrenci görüşleri alınmış ve çalışma nitel verilerle desteklenmiştir. Nitel veriler, Etkili Vatandaşlık Öğrenme Alanı Akademik Başarı Testi (ECLDAAT) ile, nicel veriler ise öğrenci görüşmeleri ile toplanmıştır. Araştırma sonucunda öğrenciler tarafından kodlanan ve tasarlanan eğitsel dijital oyunların öğrenme üzerinde önemli etkileri olduğu tespit edilmiştir. Ayrıca öğrenciler uygulama sonunda dersin daha eğlenceli geçtiğini, daha motive olduklarını ve uygulama sürecinde öğrenmelerini artırdıklarını belirtmişlerdir. ve araştırma nitel verilerle desteklenmiştir. Nitel veriler, Etkili Vatandaşlık Öğrenme Alanı Akademik Başarı Testi (ECLDAAT) ile, nicel veriler ise öğrenci görüşmeleri ile toplanmıştır. Araştırma sonucunda öğrenciler tarafından kodlanan ve tasarlanan eğitsel dijital oyunların öğrenme üzerinde önemli etkileri olduğu tespit edilmiştir. Ayrıca öğrenciler uygulama sonunda dersin daha eğlenceli geçtiğini, daha motive olduklarını ve uygulama sürecinde öğrenmelerini artırdıklarını belirtmişlerdir. ve araştırma nitel verilerle desteklenmiştir. Nitel veriler, Etkili Vatandaşlık Öğrenme Alanı Akademik Başarı Testi (ECLDAAT) ile, nicel veriler ise öğrenci görüşmeleri ile toplanmıştır. Araştırma sonucunda öğrenciler tarafından kodlanan ve tasarlanan eğitsel dijital oyunların öğrenme üzerinde önemli etkileri olduğu tespit edilmiştir. Ayrıca öğrenciler uygulama sonunda dersin daha eğlenceli geçtiğini, daha motive olduklarını ve uygulama sürecinde öğrenmelerini artırdıklarını belirtmişlerdir. öğrenciler tarafından kodlanan ve tasarlanan eğitsel dijital oyunların öğrenme üzerinde önemli etkileri olduğu tespit edilmiştir. Ayrıca öğrenciler uygulama sonunda dersin daha eğlenceli geçtiğini, daha motive olduklarını ve uygulama sürecinde öğrenmelerini artırdıklarını belirtmişlerdir. öğrenciler tarafından kodlanan ve tasarlanan eğitsel dijital oyunların öğrenme üzerinde önemli etkileri olduğu tespit edilmiştir. Ayrıca öğrenciler uygulama sonunda dersin daha eğlenceli geçtiğini, daha motive olduklarını ve uygulama sürecinde öğrenmelerini artırdıklarını belirtmişlerdir.
References
Adanalı, R. (2018). The effect of problem-based learning supported by geocaching game on teaching the subject of natural disasters. (Doktora thesis). Atatürk University Institute of Educational Sciences – Erzurum Council of Higher Education National Thesis Centre. (524524).
Akbaba, U., & Mor, S. (2017). 7th grade Science and Technology course "light" unit, examining the effect of computer assisted instruction method on student achievement and determining student opinions about the method. Kafkas University Journal of Institute of Social Sciences, 21, 135-160.
Akçay, S., Aydoğdu, M., Şensoy, Ö., & Yıldırım, H.İ. (2005). The effect of computer assisted instruction on student achievement in teaching flowering plants in 6th grades in science education. Kastamonu Education Journal,13(1), 103-116.
Aktemur, A. (2022). The effect of digital games on learning within the framework of context-based learning strategy. (Unpublished master's thesis). Binali Yıldırım University.
Ananiadou, K., & Claro M. (2009). 21 st century skills and competences for new millennium learners in oecd countries. (OECD Education Working Papers). 33(41).
Avcı, Ü., & Seferoğlu, S.S. (2011). Teacher burnout in the information society: technology use and measures to prevent burnout. Mediterranean Journal of Educational Research, (9),13‐26.
Bakar, A., Tüzün, H., & Çağıltay, K. (2008). Students' opinions of educational computer game uilization: a social studies course case. Hacettepe University Journal of Education, (35). 27-37.
Bakır, T. (2015). Evaluation of the use of educational computer games in geography courses according to student opinions (Master's Thesis) Gazi University Institute of Educational Sciences - Ankara. Council of Higher Education National Thesis Centre. (381472).
Balanskat, A., & Engelhardt, K. (2015, October). Calculating our future: Computer programming and placement - Europe's core principles, school curricula and subjects. (International survey study).
Balcı, A. (2010). Sosyal bilimlerde araştırma: Yöntemler, teknikler, ilkeler. (8th edition). Pegem Akademi.
Başkale, H. (2016). Determination of validity, reliability and sample size in qualitative research. Dokuz Eylül University Faculty of Nursing Electronic Journal,9(1), 23-2.
Batı, K., Çalışkan, İ., & Yetişir, M. İ. (2017 Computational thinking and integrated fields approach (STEAM) in science education. Pamukkale University Journal of Faculty of Education 41(I), 91-103. DOI: https://doi.org/10.9779/PUJE800
Bay, E., & Üzümcü, Ö. (2018). New 21st century skill in education: computational thinking. International Journal of Social Sciences in Turkish Cultural Geography. 3(2), 1-16
Bayırtepe, E., Tüzün, H. (2007). The effects of game-based learning environments on students' achievement and self-efficacy perceptions in computer courses. Hacettepe University Journal of Faculty of Education,33(33), 41-54.
Bayram, Y. T., & Çalışkan, H. (2019). Gamified creative activities used in social studies course: an action research. Journal of Individual Differences in Education, 1(1), 30-49.
Becker, K. (2007). Digital game-based learning onceremoved: teaching teachers. British Journal of Educational Technology, 3(38), 478–488. DOI: https://doi.org/10.1111/j.1467-8535.2007.00711.x
Bilgin, İ., & Toksoy, A. (2014). The effect of learning by doing and experiencing activities on students' science process skills. Sakarya University Journal of Faculty of Education, 13, 163-16.
Bundy, A. (2007). Computational thinking is pervasive. Journal of Scientific and Practical Computing, 1(2), 67–69.
Business Dictionary, (2015, April). What is coding. http://www.businessdictionary.com/definition/coding.html.
Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research 04(Q175), Houghton Mifflin.
Can, A. (2014). SPPS ile bilimsel araştırma sürecinde nicel veri analizi (3. baskı). Pegem Academy. DOI: https://doi.org/10.14527/9786053644484
Clark V.L. P., & Ivankova N.V. (2018). Mixed methods research - a guide to the field, (Ö. Ç. Bökeoğlu Çev. Ed.) Nobel. (Originally published in 2016).
Clements, D. H., &Gullo, D. F. (1984). Effects of computer programming on young children's Cognition. Journal of Educational Psychology, 76(6), 1051-1058. https://doi.org/10.1037/0022-0663.76.6.1051. DOI: https://doi.org/10.1037/0022-0663.76.6.1051
Creswell, J. W. (2017). Karma Yöntem araştırmalarına giriş. (M. Sözbilir, Çev. Ed.). Pegem Akademi. (Original publication of the study 2015).
Cevahir, H., & Demir, Ü. (2020). Algoritmik düşünme yeterliliği ile problem çözme becerisi arasındaki ilişkinin incelenmesi: mesleki ve teknik Anadolu Lisesi örneği. Kastamonu Eğitim Dergisi, 28(4), 1610-1619. https://doi.org/10.24106/kefdergi.4179. DOI: https://doi.org/10.24106/kefdergi.4179
Çakmak, Z., & Taşkıran, C. (2014). Sosyal Bilgiler öğretmen adaylarının bilgisayar destekli eğitime yönelik tutumlarının çeşitli değişkenlere göre incelenmesi, International Periodical For The Languages, Literature And History Of Turkish or Turkic. 9(5), 529-537. DOI: https://doi.org/10.7827/TurkishStudies.6680
Çetin, E. (2012). The effect of computer programming education on children's problem solving skills. (Master's thesis). Gazi University-Ankara. Council of Higher Education National Thesis Centre. (349116)
Çiftçi, E., Karal, H., & Yıldız, A. G. M. (2017). Computational thinking and programming, Educational Technologies Readings.59(5), 76-86.
Demir, Ö., & Çamlı, Ö. (2011). Investigating the problems encountered in practice schools in teaching practice course within the framework of classroom and pre-school teaching students' opinions: A qualitative study. Journal of Uludag University Faculty of Education, 24(1), 117-139.
Demirer, V., & Sak, N. (2016). Programming education and new approaches in the world and Turkey. Theory and Practice in Education,12(3), 521-546.
Deniz, T. (2021). The effect of coding education designed with different visual programmes on middle school students' academic achievement, attitudes towards coding and self-efficacy. (Master's thesis). Necmettin Erbakan University-Konya. Council of Higher Education National Thesis Centre. (675166).
Doğan, E. (2017) The effect of teaching earthquake subject in Social Studies course with digital game on academic achievement. (Master's thesis). Cumhuriyet University. Sivas
Doğan, E., & Koç, H. (2017). The impact of instructıon through digital games on students’ academic achievement in teaching earthquakes in a social science class. International Journal of Turkish Educatioan Sciences. 5(8), 90-100.
Erkan, A. (2019). The effect of educational game and digital game teaching used in primary school 4th grade social studies course on students' achievement and attitudes (Doctoral dissertation). Fırat University, Elazığ.
Ermac, E., & Suson, R. (2020). Computer aided ınstruction to teach concepts in education. ınternational journal on emerging Technologies, 11(3), 47-52.
Erol, O. (2020). Kodlama öğretimi; programlamadan kodlamaya yaklaşımlar ve örnek uygulamalar. Anı.
Eshet-Alkali, Y., & Amichai-Hamburger, Y. (2004). Experiments in digital literacy. Cyber Psychology & Behavior, 7(4), 421-429. https://doi.org/10.1089/cpb.2004.7.421 DOI: https://doi.org/10.1089/cpb.2004.7.421
Fesakis, G., & Serafeim, K. (2009). Influence of the familiarization with scratch on future teachers' opinions and attitudes about programming and ıct in education. Conference: Proceedings Of The 14th Annual Sıgcse Conference On Innovation And Technology İn Computer Science Education, Acm Sıgcse Bulletin. 41(3), 258-262. Iticse. Doı:10.1145/1562877.1562957 DOI: https://doi.org/10.1145/1562877.1562957
Gülbahar, Y., & Kalelioğlu, F. (2014). The effects of teaching programming via Scratch on problem solvingskills: A Discussion From Learners Perspective. Informatics in Education-An International Journal, 13(1), 33-50. DOI: https://doi.org/10.15388/infedu.2014.03
Hatakka, M., & Lagsten, J. (2011). The capability approach as a tool for development evaluation–analyzing students use of internet resources. Information Technology for Development, 1(18), 23-41. DOI: https://doi.org/10.1080/02681102.2011.617722
Henkoğlu, Ş., Mahiroğlu, H. & Keser, H. (2015). Secondary school students' approaches to the internet as a means of access to information: a descriptive study, Turkish Online Journal of Qualitative Inquiry or Turkey.1(6) 72-110. DOI: https://doi.org/10.17569/tojqi.01897
Hicks. D., & Ewing. E. T. (2003). Bringing the world into the classroom with online global newspaper. social education online newspaper. Natıonal Council For De Social Studies, 67(3), 134-139.
Hiltz, R.S., & Turoff, M. (2002) What makes learning networks effective? Supporting Community And Building Machinery. 45(4), 56-59. DOI: https://doi.org/10.1145/505248.505273
Hovardaoğlu, S. (2007). Davranış bilimleri için araştırma teknikleri. Hatiboğlu.
Hücüptan, M.L. (2006). Bilgisayar destekli öğretimin 6. sınıf Sosyal Bilgiler dersi öğrenci başarısına etkisi. (Yüksek lisans tezi). Sakarya Üniversitesi-Sakarya. Yükseköğretim Kurulu Ulusal Tez Merkezi. (186669).
İlter, İ. (2013). Inquiry-based learning model in Social Studies course: examination of achievement and retention in learning. Electronic Turkish Studies, 8(12), 591-605. DOI: https://doi.org/10.7827/TurkishStudies.5917
International Society for Technology in Education (ISTE) (2016). https://www.iste.org/explore/ISTE-blog/The-2016-ISTE-Standards-for-Students-are-here%21
Jaworski, B. (1994). Investigating Mathematics Teaching: A Constructivist Enquiry. Routledge.
Jenkins, T. (2002). On the dıffıculty of learnıng to program. ın procedings ofther dannual confrence of the centrefor ınformation and computer sciences. Inside the 3rd Annual LTSN_ICS Conference. Loughborough University, 53-58.
Karabak, D., & Güneş, A. (2013). Curriculum proposal in the field of software development for middle school first grade students. Journal of Research in Education and Teaching, 2(3), 175-181.
Kehagias, A., & Vlachos P. (1999). Computer aided ınstruction vs. traditional teaching: comparison by a controlled experiment. American College of Thessaloniki, 7, 87-104.
Koka, V. (2018). The effect of computer-aided educational games used in social studies course on students' course success. (Master's thesis). İnönü University/Institute of Educational Sciences.
Kulik, C.L.C., & Kulik, J.A. (1991) Effectiveness Of Computer Based Instruction; An Updated Analysis. Computers İn Human Behaviour, 7(1-2), 75-94. DOI: https://doi.org/10.1016/0747-5632(91)90030-5
Kuzhan, M. (2019). Analysing the researches on the educational use of the Internet. International Journal of Educational Researchers, 2(2), 137-145.
Morrison, G. R., Ross, S. M. Gopalakrishnan, M. & Casey, J. (1995). The effects of feedback and incentives on achievement in computer-based instruction. Contemporary Educational Psychology, 20(1), 32–50. https://doi.org/10.1006/ceps.1995.1002 DOI: https://doi.org/10.1006/ceps.1995.1002
Mindivanli-Akdoğan, E. & Öner, Ü. (2021). Sosyal bilgiler dersi için örnek oyun uygulamaları. E. Yıldız ve Ü. Şimşek (Eds.). In ortaokullar için eğitsel oyun uygulamaları kuramdan uygulamaya (ss.267-314). Nobel.
Mishra, P., & Girod, M. (2007). Designing learning through learning to design. The High School Journal, 90(1), 44 – 51. DOI: https://doi.org/10.1353/hsj.2006.0012
Nartgün, Ş.S. (2002) Education in Turkey on the road to becoming an information society. Journal of Educational Research, 6, 131-135.
Okal, G., Timur, S., & Yıldırım, B. (2020). the effect of coding education on 5th, 6th and 7th grade students' programming self-efficacy and attitudes about technology. Educational Policy Analysis and Strategic Research, 15(2), 143-165. DOI: https://doi.org/10.29329/epasr.2020.251.8
Prensky, M. (2001). Fun, play and games: What makes games engaging. Digital game-based learning, 5(1), 5-31.
Project Tomorrow (2008). Speak Up 2007 for Students, Teachers, Parents & School Leaders Selected National Findings. http://www.tomorrow.org/docs/national%20findings%20speak%20up%202007.pdf
Rakes, G. (1996). Using the ınternet as a tool in a resource-based learning environment. Educational Technology, 36(5), 52-56.
Resnick, M., & Silverman, B. (2005, June). Some reflections on designing construction kits for kids. In Proceedings of the 2005 conference on Interaction design and children (pp. 117-122). DOI: https://doi.org/10.1145/1109540.1109556
Sarıkaya, A., Alptekin, A., & Köroğlu, A. Y. (2022). The Effect of Stem Education Programme on Visual Perception Development of Preschool Children. Journal of Multidisciplinary Studies in Education, 6(2), 54-63.
Sayın, Z., & Seferoğlu, S. S. (2016). Coding education and the effect of coding on education policies, XVIII. Academic Informatics Conference. Adnan Menderes University. Aydın.
Settle, A., & Perkovic, L. (2010, Haziran). Computational Thinking across the Curriculum: A Conceptual Framework (Technical Reports/13). http://via.library.depaul.edu/tr/13/. DOI: https://doi.org/10.1145/1822090.1822126
Shayan, Z. (2015). Students' use of internet in learning: The Case of Erciyes University. Retrieved from Academia.edu.
Şahin, E. (2019). Application and analysis of coding teaching using robotic tools and materials in 6-12 age groups. (Master's thesis). Marmara University-Istanbul. Council of Higher Education National Thesis Centre. (581434).
Şenyurt, Ö. (2015). Information services projects in Turkish education system. Hacettepe University Information and Document Management Department.
Tonbuloğlu, B., & Tonbuloğlu, S. (2019). The effect of unplugged coding activities on computational thinking skills of middle school students, Vilniaus Universiteto Leidykla. 18(2), 403-426. DOI: https://doi.org/10.15388/infedu.2019.19
TUIK (2021). https://data.tuik.gov.tr/Bulten/Index?p=Cocuklarda-Bilisim-Teknolojileri-Kullanim-Arastirmasi-2021-41132
Ural, A., & Kılıç, İ. (2006) Bilimsel araştırma süreci ve SPSS ile veri analizi. Detay.
USA Computing Olympiad. (2015). http://www.usaco.org/index.php?page=dec15results
Weintrop, D., Beheshti, E., & Horn, M. (2016). Defining computational thinking for mathematics and science classrooms. International Journal of Mathematical Education in Science and Technolog, 25(1), 127–147. https://doi.org/10.1007/s10956-015-9581-5 DOI: https://doi.org/10.1007/s10956-015-9581-5
Yağar, F., & Dökme, S. (2018). Planning qualitative research: research questions. Sample selection, validity and reliability. Gazi Journal of Health Sciences, 3(3), 1-9.
Yeşiltaş, E., & Turan, R. (2010). The Effect of Computer Software Developed for Social Studies Teaching on Academic Achievement and Attitude. International Journal of Turkish Educational Sciences, 2015(5), 1-23.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Şima Özdemir Bülbül, Esra Mindivanli Akdoğan
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
