GAME-BASED LEARNING

GAME-BASED LEARNING

Today’s learners are digital natives and have new profile. They grew up with digital technologies and have different learning styles, new attitude to the learning process and higher requirements for teaching and learning. Teachers are facing new challenges and have to solve important issues related to the adaptation of the learning process towards students’ needs, preferences and requirements. Teachers have to use different teaching methods and approaches that allow students to be active participants with strong motivation and engagement to their own learning. Modern pedagogical paradigms and trends in education, reinforced by the use of ICT, create prerequisites for use of new approaches and techniques in order to implement active learning. Gamification in training is one of these trends (Kiryakova G., Angelova N. & Yordanova L., 2014).

Traditional schooling is perceived as ineffective and boring by many students. The use of educational games as learning tools is a promising approach due to the games’ abilities to teach and the fact that they reinforce not only knowledge but also important skills such as problem-solving, collaboration, and communication.

Games have remarkable motivational power; they utilize a number of mechanisms to encourage people to engage with them, often without any reward, just for the joy of playing and the possibility to win (Dicheva, D., Dichev C., Agre G., & Angelova G., 2015).

According to one saying, ” life is a game and all you have to do, is to know how to play it”. Within this perspective, games are a part of our routine life. Well designed games and game like implementations are a good resource of motivation. Recently, this motivional power defined as gamification, which has multiple applications in different fields, attracted the attention of both educators and researchers.

Components in the gamification model are dynamics, mechanisms and components. The basic principles of the game are dynamics; factors such as challenge and luck are mechanisms; gains, badges and points are components. (Bozkurt A. and Genç E., 2014).

Gamification process in education is not only adding games to information or skills but also benefiting from its potential of facilitating the learning within the current learning domain by integrating characteristics of game. Gamification is the use of video components to enhance the user experience or to enable the user to be connected to the environment in the non-gaming systems. (Karataş E.,2014.)

Gamification; the design of the framework of behavioral theories and the use of game elements to motivate desired behaviors and enhance motivation and achievement in non-game environments  (Samur Y. and Şahin M., 2017).

Gamification is an integration of game elements and game thinking in activities that are not games (Kiryakova G., Angelova N. & Yordanova L., 2014).

KEY FEATURES

There are 3 basic features of learning through play:

*Instead of recollections by heart, it creates research, review, observation, participation, and essays.
*The process and action are driven by the child, rather than the teacher.
*The training program is not linear and sequential, it is a flexible and creative process.

Other Features:

*The game is a childhood and human right.
*The game is health.
*Nourishes the body and mind.
*The right to use each other’s surroundings for the game.
*The game is the development process and action of biological self-discovery.
*The game is an opportunity to solve the problem.
*It presents the interaction of the five senses.
*It covers creativity.
*Is flexibility.
*Presents concrete learning experiences.

POINTS TO BE CONSIDERED IN PLANNING THE GAME

The aim of the game

Level of play: age, gender and physical characteristics of the group

Location of the game: season conditions, physical facilities, available on the field and materials

Tools and materials

The process of the game: The Age Of The Players, their physical capacity, how many times the game will be repeated and the duration of the game.

ROLE OF TEACHER

*Combining learning with gaming makes the process more fun.
*Motivates students for learning.
*It encourages students to learn from their mistakes.
*Provides more effective learning using materials.

USE OF GAME ACTIVITIES

  PLAY IN MATHS ACTIVITIES

*Card games like music chair grabbing game hide and seek and domino are very fun games for kids.
*These games also incorporate basic mathematical concepts.
*Free games provide the child with excellent opportunities to learn basic mathematical concepts.
*Games such as filling and emptying, played in the sandbox in the garden, can provide children with many learning opportunities related to comparison counting or measuring.

PLAY IN SCIENCE EVENTS

*It can allow children to experiment with the concepts they have learned about science in pools of sand and water during free play in the garden.
*A variety of card games, such as dominoes, are used to help children learn these concepts.

COMPUTER-AIDED GAMING

*The student must be at the center of the game-based training. Both visual and audio effects with computer support will makethe student more active and active.

*Various applications, tests, puzzle-style completions etc. many types of games can be prepared with computer support. If we can enter the world of children through play, the goals in education can be easily achieved.

*With video games, the rate of education and learning is increasing.(Majuri J., Koivisto J. ve Hamari J., 2018).

 PLAY IN DRAMA EVENTS

Drama is an area that uses the power of the game in education. There are trends in play in all life periods, including adulthood, from early childhood. The entertaining feature of drama, its suitability for creative actions and creative processes is noted, and the use of drama in education is in question. (Fleming, 1994: 37; San, 1995: 93-94)

GAMES IN LITERACY PREPARATION ACTIVITIES

Preparation for reading and writing should not be considered as book concept line studies, which are performed only at the desk. Rather these works are with many different types of activities ( art drama music play etc.) must be performed.

DEVELOPMENTAL AND EDUCATIONAL CONTRIBUTIONS

*It allows the child to recognize and explore himself.
*Strengthens personal and interpersonal relationships.
*It offers a concrete learning experience.
*It improves the child’s self-confidence.
*Improves Problem solving skills and induces cravings.
*It teaches that there are unique and varied ways to express feelings and thoughts.
*It imparts the ability to focus attention on a subject for a long time.
*It supports adaptation to new situations, people and appropriate behavior.

WHY USE GAME-BASED LEARNING?

It motivates you to learn. Combining play and learning makes the process more fun.It encourages students to learn from mistakes.

Although it has been claimed by some researchers that games affect external motivation, games can only increase motivation for the student and learn by having fun.

Gamification, or the incorporation of game elements into non-game settings, provides an opportunity to help schools to solve difficult problems. Gamification applications that increase student motivation in an entertaining way have a positive effect in the interest of the students towards the lesson. Increased interest and motivation will also raise students’ academic success. Students who see all the lessons in the school and even the school itself as a game will be more successful. This model, which is a new approach in education, will perhaps enable us to catch up with the system of the future (Yıldırım İ.& Demir S., 2014).

When the literature is analyzed, gamification appears as a new teaching method. There are clues that gamification increase students motivation to the lesson and it facilitates the teacher’s work. However, gamification is not a game. It combines non-game topics with the game and it must be well designed.

In our Twintabu project, we aimed to make the lessons that students have difficulty entertaining and learn with fun by integrating paper pen games, box games, intelligence games, Web2 tools, digital and interactive games into our lessons. Thanks to this project, our students and teachers recognized a lot of new teaching tools and had an entertaining academic year. According to the feedback we received from our parents and students the Twintabu project had a positive effect on the students. According to our project partners gamification is considered as a teaching method that appeals to students who are the digital natives.

TWINTABU eTwinning project

Project Academic Dimension Research Team

Team mentor: Eda Acar – Şehit Emre Karaaslan MTAL

Article Search: Behiye Kaymak – Hisarönü Hüseyin Durmaz Secondary School

Visual Screening: Saadet Kara – Gazi Anadolu Lisesi

e-Book preparation: Tayyibe Tezcan – Şehit Erhan Ar MTAL

References


http://kefad.ahievran.edu.tr/InstitutionArchiveFiles/f44778c7-ad4a-e711-80ef-00224d68272d/d1a3a581-af4a-e711-80ef-00224d68272d/Cilt15Sayi2/JKEF_15_2_2014_315_333.pdf

https://j-humansciences.com/ojs/index.php/IJHS/article/view/2765/1272

https://d1wqtxts1xzle7.cloudfront.net/37378201/Oyunlastirma__Oyun_Felsefesi_ve_Egitim-Gamification.pdf?1429638126=&response-content-disposition=inline%3B+filename%3DOyunlastirma_Oyun_Felsefesi_ve_Egitim_Ga.pdf&Expires=1591309702&Signature=FjQNk2lvP42yV2H5WVv0mNZvv789~D2rGpDI4LR2XqCHIUzVy9mi4jpGHowatubRSekMUKGkwgf3pgCNjhmg3V-KToq6uQp2npIQDcv3l6bY5Yz6IWk3IE-YwYYNzz3zs24ZcmQkoK2fc8Bx-r1ExC0SqxbF2fcAvhLxsRGigGH-Ct4uD~ bSF7H-OZyXjwoVZ8l-cT ~ 16yqaZQy34KBLQ2GfMx-WAKUP3-H9ye1Zn0i36sx6xM-RzjmdDgMiG6y90SJd ~ xZN ~ FBI ~ kutF50NAkiRrVGBGbG2j88vEAQqaabedLGeIqSwtYgrA8EhG7m3HaqL ~ d0zOGqmm8ef5GrxVA __ & Anahtar-Pair-Id = APKAJLOHF5GGSLRBV4ZA

http://static.dergipark.org.tr/article-download/e741/37b4/d591/5a2bc168b3edb.pdf?

http://static.dergipark.org.tr/article-download/e7c6/6e30/73c0/595a374a25bdd.pdf?

https://d1wqtxts1xzle7.cloudfront.net/53993982/293-Kiryakova.pdf?1501188835=&response-content-disposition=inline%3B+filename%3DGamification_in_education.pdf&Expires=1591310540&Signature=JKSP648RWBxTKK4SPaAc6XYwdFTICNZUny4c5oSC2EcegniqTueL0-bbjSh-eDmdsdOoeU5DHpQOYykEAz5d28ub8rChVrXs8D6g-bewNwvWEzQK017m4TY53bkxThD1KAYP92DLbg0NgNPTfM5BhEDcngsV-eQENREybu-J2IpJMxJOwoRxnotd8GTfr6sNnYCtHBtWWZvgWMHqV2ziiMzUE1S2a- prpgZjV5B3lPhZGIs-NF2gLMK ~ hrOdyOXLinlAbzLM7lD04QkwXcQbf-BW9kAj1zbMOImdVtNKTTVTJlI9KO6vLSetUdY-kF72yIj ~ QFZKHHHWHW

https://www.jstor.org/stable/jeductechsoci.18.3.75?seq=1&cid=pdf-reference#references_tab_contents

https://trepo.tuni.fi/bitstream/handle/10024/104598/gamification_of_education_2018.pdf?sequence=1

http://ceur-ws.org/Vol-2186/paper2.pdf

https://dijitalmedyavecocuk.bilgi.edu.tr/wp-content/uploads/2019/10/gamification-2-1.jpg

https://digitalage.com.tr/wp-content/uploads/2020/01/2019un-oyunlastirma-ile-basaranlari.jpg

https://blog.edmentum.com/sites/blog.edmentum.com/files/styles/blog_image/public/images/ParentsGamification.jpg?itok=I_CR9yEz

https://venturebeat.com/wp-content/uploads/2015/02/Gamification.jpg?fit=578%2C830&strip=all

https://humaninside.net/landing/assets/imgs/gaming-education-top.jpg

https://www.ferhatdemirci.com/egitimde-oyunlastirma-gamification/

Fleming, M. 1994. Starting Drama Teaching. David Furton Publishers. London.

Prof.Dr.Rengin ZEMBAT (2013) "Okul Öncesinde Özel Öğretim Yöntemleri (187-188) Anı Yayıncılık.

Bozkurt, A., & Genç-Kumtepe, E. (2014). Oyunlaştırma, oyun felsefesi ve eğitim: Gamification. Akademik Bilişim, 14, 147-156.

Karataş, E. (2014) Eğitimde Oyunlaştırma: Araştırma Eğilimleri, Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD) Cilt 15, Sayı 2, Ağustos 2014, Sayfa 315-333 

Kiryakova, G., Angelova, N., & Yordanova, L. (2014). Gamification in education.

Dicheva, D., Dichev C., Agre G., & Angelova G. (2015). Gamification in Education: A Systematic Mapping Study. Educational Technology & Society, 18 (3), 75–88.

Majuri, J., Koivist,o J. & Hamari, J., 2018 Gamification of education and learning: A review of empirical literatüre, GamiFIN Conference 2018, Pori, Finland, May 21-23, 2018

Samur, Y. & Özkan Z. (2017) Oyunlaştırma Yönteminin Öğrencilerin Motivasyonları Üzerine Etkisi, Ege Eğitim Dergisi (18) 2: 857-886

Samur, Y. & Şahin, M. (2017) Dijital Çağda Bir Öğretim Yöntemi: Oyunlaştırma ,Ege Eğitim Teknolojileri Dergisi / Journal of Ege Education Technologies Cilt 1, Sayı 1, Temmuz 2017, Sayfa 1- 27

Yıldırım, İ., & Demir, S. (2014). Oyunlaştırma ve Eğitim.International Journal of Human Sciences,11(1), 655-670.

Prof.Dr.Rengin ZEMBAT (2013) "Okul Öncesinde Özel Öğretim Yöntemleri (187-188) Anı Yayıncılık. 

Bozkurt, A., & Genç-Kumtepe, E. (2014). Oyunlaştırma, oyun felsefesi ve eğitim: Gamification. Akademik Bilişim, 14, 147-156.

Karataş, E. (2014) Eğitimde Oyunlaştırma: Araştırma Eğilimleri, Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD) Cilt 15, Sayı 2, Ağustos 2014, Sayfa 315-333 

Kiryakova, G., Angelova, N., & Yordanova, L. (2014). Gamification in education.

Dicheva, D., Dichev C., Agre G., & Angelova G. (2015). Gamification in Education: A Systematic Mapping Study. Educational Technology & Society, 18 (3), 75–88.

Majuri, J., Koivist,o J. & Hamari, J., 2018 Gamification of education and learning: A review of empirical literatüre, GamiFIN Conference 2018, Pori, Finland, May 21-23, 2018

Samur, Y. & Özkan Z. (2017) Oyunlaştırma Yönteminin Öğrencilerin Motivasyonları Üzerine Etkisi, Ege Eğitim Dergisi (18) 2: 857-886

Samur, Y. & Şahin, M. (2017) Dijital Çağda Bir Öğretim Yöntemi: Oyunlaştırma ,Ege Eğitim Teknolojileri Dergisi / Journal of Ege Education Technologies Cilt 1, Sayı 1, Temmuz 2017, Sayfa 1- 27

Yıldırım, İ., & Demir, S. (2014). Oyunlaştırma ve Eğitim.International Journal of Human Sciences,11(1), 655-670.