An Examination of Effects of The Use Of Gamifıcation In E-Learning Environments on Learners’ Academic Achievement and Participation

Yıl 2020, TBMM 100. Yıl Özel Sayısı, 339 - 356, 28.04.2020

Yeliz Tunga , Mustafa Murat İnceoğlu

https://doi.org/10.18026/cbayarsos.679587

Cited By: 2

Öz

The aim of this study is to examine effects of using gamification in e-learning environments on learners’ academic achievement and participation. Experimental group students were used gamified e-learning environment and control group students used traditional e-learning environment. 46 first grade college students in 2015-2016 academic year participated in the study. Academic achievement test which was developed by the researcher, semi-structured interview form and Moodle logs were used as data collection instruments. The results of the study revealed that there wasn't a significant difference between post and retention test results of experimental and control group students. Experimental group students had higher page view and higher completion rate in educational activities. Finally, students who used gamified e-learning environment stated positive opinions about use of gamification in e- learning environment. They expressed that gamification elements used in this study were motivating, helpful to navigate their learning progress and leading to complete educational activities.

E-Öğrenme Ortamlarında Oyunlaştırma Kullanımının Öğrenenlerin Akademik Başarısına ve Derse Katılım Durumuna Etkisinin İncelenmesi

Öz

Bu çalışmanın amacı e-öğrenme ortamlarında oyunlaştırma kullanılmasının öğrencilerin akademik başarısı ve derse katılım durumlarına etkisini incelemektir. Çalışmada, deney grubu öğrencileri oyunlaştırılmış e-öğrenme ortamını kullanırken, kontrol grubu öğrencileri geleneksel e-öğrenme ortamını kullanmışlardır. Araştırmaya 2015-2016 eğitim öğretim yılında bir devlet üniversitesinde öğrenim gören 46 birinci sınıf öğrencisi katılmıştır. Karma bir araştırma olarak yürütülen çalışmada araştırmacı tarafından geliştirilen akademik başarı testi, yarı yapılandırılmış görüşme formu ve Moodle ÖYS kayıtları veri toplama aracı olarak kullanılmıştır. Çalışma sonunda deney grubu öğrencileri ile kontrol grubu öğrencilerine ait son test ve izleme testi puanları arasında anlamlı fark bulunamamıştır. Her iki gruba ait derse katılım durumları incelendiğinde, deney grubu öğrencilerinin kontrol grubundan daha yüksek sayfa görüntüleme sayısına sahip oldukları ve eğitsel etkinliklere daha yüksek katılım gösterdikleri tespit edilmiştir. Son olarak, deney grubu öğrencileri e-öğrenme ortamının oyunlaştırılmasında kullanılan bileşenlerin, motive edici, ilerlemelerini takip etmelerini kolaylaştıran ve etkinlikleri tamamlamaya yönelten bir yapıya sahip olduklarını ifade etmişlerdir.

Anahtar Kelimeler

Oyunlaştırma, e-öğrenme, katılım, Akademik başarı

Kaynakça

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