Research Article
Year 2019,
Volume: 3 Issue: 2, 19 - 33, 31.12.2019
Abstract
References
- In the meta-analysis study, the sources of the studies cited are indicated with “*” sign. *Akbay, M. (2015). Design of digital game experience with constructive approach, high school students' geometry success, self-efficacy and spatial skills (Unpublished Master Thesis). Atatürk University, Erzurum. *Akkuş, İ. (2016). The effect of augmented reality applications on the academic achievement and spatial abilities of mechanical engineering students in computer aided technical drawing course. (Unpublished Master Thesis), Inonu University, Institute of Educational Sciences, Computer Education and Instructional Technology, Malatya. *Aksoy, N. C. (2014). The effect of digital game based mathematics teaching on the achievement, motivation, self-efficacy and attitude characteristics of 6th grade students. (Unpublished doctoral dissertation). Ankara: Gazi University. *Alan, D. (2017). Teaching software development with digital game based approach. (Doctoral dissertation, Selçuk University). Al-Azawi, R., Al-Faliti, F., & Al-Blushi, M. (2016). Educational gamification vs. game based learning: Comparative study. International Journal of Innovation, Management and Technology, 7(4), 132-136. *Alkar, E. (2017). The Effect of Teaching Computer Aided Materials of 6th and 6th Grade Social Studies Program of Turkey and World Unit on Academic Achievement of Students. (Unpublished Master Thesis). Mehmet Akif Ersoy Üniversty, Burdur. *Al-Zangana, A. F. A. (2018). The Impact Of Educatıonal Games And Gender On Fıveyear-Old Iraqı Efl Learners (Doctoral dissertation, Istanbul Aydin University Institute Of Social Sciences). Balkı, E., & Saban, A. (2009). Teachers’ perceptions and practices of information technologies: The case of private Esentepe elementary school. Elementary Education Online, 8(3), 771-781. *Çattık, M. (2016). Effectiveness of step-by-step instruction on the smart board in a small group on digital play and observational learning skills of children with autism spectrum disorder (Master's thesis, Anadolu University). De Aguilera, M., & Mendiz, A. (2003). Video games and education:(Education in the Face of a “Parallel School”). Computers in Entertainment (CIE), 1(1), 1. *Demirkan, S. (2017). Use of Computer Aided Animation in Teaching First Aid Topic and An Application Example: Fifth Grades. (Unpublished Master Thesis). Beykent Üniversity Institute Of Social Sciences, İstanbul. Dinçer, S. (2014). Applied meta-analysis in educational sciences. Pegem Citation Index, 2014(1), 1-133. *Doğan, E., & Hakan, K. O. Ç. The Effect of Digital Game Teaching on Academic Success in Social Studies Course. International Journal of Turkish Educational Sciences, 2017(8), 90-100. Dursun, A., Kırbaş, İ., & Yüksel, M. E. (2015). Opportunity to increase opportunities and technology improvement movement (FATİH) project and an evaluation on the project. İnet-Tr, 15, 147-152. *Ergüzeloğlu, U. A. (2018). Mechanical Energy And Its Applications: Designing Experiments For Kinetic And Potential Energy And Computer Aided Instruction. (Unpublished Master Thesis). Mersin University Institute of Educational Sciences Department of Mathematics and Science Education, Mersin. Gardner, H. (1999). Gardner, Howard, Disiplinli Akıl: All Students Need to Understand. New York: Simon ve Schuster, 1999. International Technology and Education Journal Vol. 3, No. 2; 2019 31 Gumaelius, L., &Nymark, T. (2017). The Technology-Eight Competition: An analysis of Year 8 Students’ Quiz Results. NorDiNa: Nordic Studies in Science Education. *Gündüzalp, C. (2015). Investigation of the Effect of Visual Descriptive Materials and Computer Aided Materials on Science Education. (Unpublished Master Thesis). Kafkas University Graduate School of Natural and Applied Sciences, Kars. Hunter, J. E., & Schmidt, F. L. (2004). Methods of meta-analysis: Correcting error and bias in research findings. Sage. *İnan, B. (2015). The Effects of Computer Assisted Instruction on the Achievements and Attitudes of Science Grade 6th Grade Students (Unpublished Master Thesis). Niğde University, Institute of Educational Sciences, Niğde. Jones, M. (2001). Children and Games. (Çev. A. Çayır). İstanbul: Kaknüs Yayıncılık. *Kapucu, T. (2016). The effect of computer assisted instruction on eight grade students’ permutationcombination-probability achieve-ment and attitudes towards computer assisted instruction. Unpublished Master Thesis. Middle East Technical University, Institute of Social Sciences, Ankara. *Karabulutlu, L. (2018). Evaluation of Analogies and Computer Assisted Education in Preschool Science Education in terms of Academic Success. (Unpublished Master Thesis). Kafkas University Graduate School of Natural and Applied Sciences, Kars. *Koçer, M. G. (2015). Preparation and Evaluation of a Computer Aided Simulation Program for Optics in Physics Education. (Unpublished Master Thesis). Süleyman Demirel University, Institute of Science and Technology, Department of Electronic Computer Education, Isparta, Turkey. *Kölemen, S. (2018). Constructivist Learning Approach Investigative Questioning Education and Computeraided Teaching Method Processed Science Lesson Primary School 6th Grade Students' Success, Learning Approach and Motivation Effects. (Unpublished Master Thesis). Necmettin Erbakan University Institute of Educational Sciences Department of Primary Education, Konya. *Küslü, F. (2015). The Effect of Computer Aided Mathematics Teaching on 8th Grade Students' Success in Prisms. (Unpublished Master Thesis). Sakarya University Institute of Educational Sciences Department of Computer Education and Instructional Technology, Sakarya. Kwon, S. K., Lee, M., & Shin, D. (2017). Educational assessment in the Republic of Korea: Lights and shadows of high-stake exam-based education system. Assessment in Education: Principles, Policy & Practice, 24(1), 60-77. Mattar, J. (2018). Constructivism and connectivism in education technology: Active, situated, authentic, experiential, and anchored learning. RIED. Revista Iberoamericana de Educación a Distancia, 21(2), 201-217. *Mor, S., & Akbaba, U. (2018). Investigation of the Effect of Computer Aided Instruction Method on Student Achievement in 7th Grade Science and Technology Course "Light" Unit and Determining Students' Opinions about the Method. Kafkas University. (21), 135-160. *Müftüoğlu, A. C. (2018). Turkısh Efl Pre-Servıce Teachers’ Attıtudes Toward And Reflectıons On Digital Game Enhanced Practıce. (Unpublished Master Thesis). Çukurova University, Institute of Social Sciences, Department of English Language Teaching, Adana. *Okumuş, B. (2016). The Effect of Computer Aided Instructional Materials on Philosophy Success. (Unpublished Master Thesis). Bahçeşehir University, Institute of Science and Technology, Department of Information Technologies, İstanbul. *Özkoyuncu, Y. (2016). The Effect of Computer Assisted Teaching Method on Student Achievement and Retention in Learning the Verbs and Verbs of Secondary School Grade 10 Students. (Unpublished Master Thesis). Siirt University, Institute of Social Sciences, Department of Turkish Education, Siirt. *Özmutlu, M. (2018). Desıgnıng A Dıgıtal Game Desıgn Platform For Chıldren. (Unpublished Master Thesis). Bahçeşehir University, Institute of Social Sciences, Department of Game Design, İstanbul. Pamuk, T. (2018). Investigation of the Effect of Computer Assisted Instruction on the Achievements and Attitudes of 8th Grade Students in Teaching of "Periodic System" and "Chemical Bonds". (Master's thesis, Ordu University). International Technology and Education Journal Vol. 3, No. 2; 2019 32 Polat, S., & Ay, O. (2016). Meta-synthesis: a conceptual analysis. Journal of Qualitative Research in Education, 4(2), 52-64. Ross, S. M., Morrison, G. R., & Lowther, D. L. (2010). Educational technology research past and present: Balancing rigor and relevance to impact school learning. Contemporary Educational Technology, 1(1), 17-35. *Sayın, M. E. D. (2016). Effects of Digital Games on Cognitive Abilities: Comparison of Factor Reference Cognitive Test Kit and Player and Non-Player Groups (Doctoral dissertation, Marmara University Institute of Social Sciences, Journalism Department, Istanbul, Turkey). Sari, S., Anjani, R., Farida, I., & Ramdhani, M. A. (2017, September). Using android-based educational game for learning colloid material. In Journal of Physics: Conference Series (Vol. 895, No. 1, p. 012012). IOP Publishing. *Şahin, R. (2016). The Effect of Computer Aided Instruction on Student Achievement and Attitude in Solar System and Beyond Space Jigsaw Puzzle Unit in 7th Grade Science and Technology Course. (Unpublished Master Thesis). Kafkas University Graduate School of Natural and Applied Sciences, Kars. *Şakalar, G. Y. (2017). Educable mentally disabled children in Turkey can be used in a Computer Aided Music Lessons Music Lessons of Special Education Module Design (The Case of İstanbul). (Unpublished Master Thesis). Yıldız Technical University Institute of Social Sciences Department of Art and Design, Istanbul. *Şenlen, M. E. (2015). The Effect of Computer Assisted Instruction on the Achievement of Secondary School Students in the Unit Cycles and Energy Conversions Unit. (Unpublished Master Thesis). Gazi University, Institute of Educational Sciences, Department of Secondary Science and Mathematics Education, Ankara. *Taş, N. (2018). The Effect of Differentiated Computer Assisted Mathematics Activities on the Computational Thinking Self-Efficacy and Attitudes Towards Mathematics of Gifted Students. (Unpublished Master Thesis). Atatürk University, Institute of Educational Sciences, Department of Computer Education and Instructional Technology, Erzurum. *Tecen, B. (2018). The Effect of Digital Game-Based Supportive Activities on Preschool Learning of Vowels in Preschool Voice Education. (Unpublished Master Thesis). Bahçeşehir University Institute of Educational Sciences, Department of Educational Technology, İstanbul. *Uluay, G. (2017). The Effect of Digital Game Design Applications on Academic Achievement, Problem Solving Skills and Motivation of Secondary School Students in Science Teaching. (Unpublished Master Thesis). Gazi University, Institute of Educational Sciences, Ankara, Turkey. Usta, E., Korucu, A. T., & Yavuzarslan, İ. F. (2016). The use of augmented reality technology in education: content analysis of the research period 2007-2016 in Turkey. Journal of Field Education Research, 2(2), 84-95. Yang, G. (2019, July). The Teaching Strategy of Higher Vocational English from the Perspective of Multiple Intelligences Theory. In 4th International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2019). Atlantis Press. *Yapıcıoğlu, M. F. (2018). The Effect of Computer Assisted Teaching Methods on Academic Achievement and Retention in the Teaching of the Resources Unit of our Country. (Unpublished Master Thesis). Kastamonu University Institute of Social Sciences Department of Turkish and Social Sciences Education, Kastamonu. Yılmaz, M., Üredi, L., & Akbaşlı, S. (2015). Determining the pre-service teachers' computer proficiency levels and their perceptions about the use of technology in education. International Journal of Humanities and Education, 1(1), 105-121. *Yurdaarmağan, B. (2013). The effects of digital game based learning on performance and motivation for high school students in computer science education. (Unpublished Master Thesis). Bahçeşehir University, Institute of Science and Technology, Department of Computer Engineering, İstanbul. Yurdakul, B. (2005). Metacognitive and constructivist learning environments. International Technology and Education Journal Vol. 3, No. 2; 2019 33 *Zengin, D. (2019). The Effect of Computer Aided Instructional Software on Academic Success in Teaching Equation and Equation. (Unpublished Master Thesis). Atatürk University, Institute of Educational Sciences, Department of Mathematics and Science Education, Erzurum.
Year 2019,
Volume: 3 Issue: 2, 19 - 33, 31.12.2019
Abstract
There are many academic studies in the literature examining educational digital applications. These studies documented the positive effects of practices on attitudes and academic achievement. Information technologies which have become a part of our lives have taken their place in our education system and contributed to education system in many ways. Modern educational environments have benefited from information technology devices in terms of raising human profile in accordance with 21st century skills and many academic studies have been carried out covering different courses, different levels and different purposes in line with the effectiveness of these devices. This situation brought out the need to create a perspective by gathering the works under common themes. In our study, 33 study that took place between the years 2013 to 2019 in different regions from Turkey in this direction has been selected. These studies were evaluated in 8 different themes and 20 subconcepts. The effects of educational digital applications on academic achievement, scientific process skills and attitudes of students are positive. From time to time, the effect of gender was observed on perceptions and attitudes. In-school and out-of-school activities are effective in acquiring 21st century skills. In some studies, limitations such as physical space, time and cost hindered the realization of activities and sometimes it was a negative situation that the trainers did not have the necessary training formation and felt inadequate for these activities. Existing curricula, which are shaped within the framework of knowledge-based examination system, were also seen as another limiting factor. At the end of the research, suggestions were made for the effective use of educational digital applications in the education system.
Keywords
Educational Digital Games Computer Assisted Instruction Educational Mobile Game Innovative Applications
References
- In the meta-analysis study, the sources of the studies cited are indicated with “*” sign. *Akbay, M. (2015). Design of digital game experience with constructive approach, high school students' geometry success, self-efficacy and spatial skills (Unpublished Master Thesis). Atatürk University, Erzurum. *Akkuş, İ. (2016). The effect of augmented reality applications on the academic achievement and spatial abilities of mechanical engineering students in computer aided technical drawing course. (Unpublished Master Thesis), Inonu University, Institute of Educational Sciences, Computer Education and Instructional Technology, Malatya. *Aksoy, N. C. (2014). The effect of digital game based mathematics teaching on the achievement, motivation, self-efficacy and attitude characteristics of 6th grade students. (Unpublished doctoral dissertation). Ankara: Gazi University. *Alan, D. (2017). Teaching software development with digital game based approach. (Doctoral dissertation, Selçuk University). Al-Azawi, R., Al-Faliti, F., & Al-Blushi, M. (2016). Educational gamification vs. game based learning: Comparative study. International Journal of Innovation, Management and Technology, 7(4), 132-136. *Alkar, E. (2017). The Effect of Teaching Computer Aided Materials of 6th and 6th Grade Social Studies Program of Turkey and World Unit on Academic Achievement of Students. (Unpublished Master Thesis). Mehmet Akif Ersoy Üniversty, Burdur. *Al-Zangana, A. F. A. (2018). The Impact Of Educatıonal Games And Gender On Fıveyear-Old Iraqı Efl Learners (Doctoral dissertation, Istanbul Aydin University Institute Of Social Sciences). Balkı, E., & Saban, A. (2009). Teachers’ perceptions and practices of information technologies: The case of private Esentepe elementary school. Elementary Education Online, 8(3), 771-781. *Çattık, M. (2016). Effectiveness of step-by-step instruction on the smart board in a small group on digital play and observational learning skills of children with autism spectrum disorder (Master's thesis, Anadolu University). De Aguilera, M., & Mendiz, A. (2003). Video games and education:(Education in the Face of a “Parallel School”). Computers in Entertainment (CIE), 1(1), 1. *Demirkan, S. (2017). Use of Computer Aided Animation in Teaching First Aid Topic and An Application Example: Fifth Grades. (Unpublished Master Thesis). Beykent Üniversity Institute Of Social Sciences, İstanbul. Dinçer, S. (2014). Applied meta-analysis in educational sciences. Pegem Citation Index, 2014(1), 1-133. *Doğan, E., & Hakan, K. O. Ç. The Effect of Digital Game Teaching on Academic Success in Social Studies Course. International Journal of Turkish Educational Sciences, 2017(8), 90-100. Dursun, A., Kırbaş, İ., & Yüksel, M. E. (2015). Opportunity to increase opportunities and technology improvement movement (FATİH) project and an evaluation on the project. İnet-Tr, 15, 147-152. *Ergüzeloğlu, U. A. (2018). Mechanical Energy And Its Applications: Designing Experiments For Kinetic And Potential Energy And Computer Aided Instruction. (Unpublished Master Thesis). Mersin University Institute of Educational Sciences Department of Mathematics and Science Education, Mersin. Gardner, H. (1999). Gardner, Howard, Disiplinli Akıl: All Students Need to Understand. New York: Simon ve Schuster, 1999. International Technology and Education Journal Vol. 3, No. 2; 2019 31 Gumaelius, L., &Nymark, T. (2017). The Technology-Eight Competition: An analysis of Year 8 Students’ Quiz Results. NorDiNa: Nordic Studies in Science Education. *Gündüzalp, C. (2015). Investigation of the Effect of Visual Descriptive Materials and Computer Aided Materials on Science Education. (Unpublished Master Thesis). Kafkas University Graduate School of Natural and Applied Sciences, Kars. Hunter, J. E., & Schmidt, F. L. (2004). Methods of meta-analysis: Correcting error and bias in research findings. Sage. *İnan, B. (2015). The Effects of Computer Assisted Instruction on the Achievements and Attitudes of Science Grade 6th Grade Students (Unpublished Master Thesis). Niğde University, Institute of Educational Sciences, Niğde. Jones, M. (2001). Children and Games. (Çev. A. Çayır). İstanbul: Kaknüs Yayıncılık. *Kapucu, T. (2016). The effect of computer assisted instruction on eight grade students’ permutationcombination-probability achieve-ment and attitudes towards computer assisted instruction. Unpublished Master Thesis. Middle East Technical University, Institute of Social Sciences, Ankara. *Karabulutlu, L. (2018). Evaluation of Analogies and Computer Assisted Education in Preschool Science Education in terms of Academic Success. (Unpublished Master Thesis). Kafkas University Graduate School of Natural and Applied Sciences, Kars. *Koçer, M. G. (2015). Preparation and Evaluation of a Computer Aided Simulation Program for Optics in Physics Education. (Unpublished Master Thesis). Süleyman Demirel University, Institute of Science and Technology, Department of Electronic Computer Education, Isparta, Turkey. *Kölemen, S. (2018). Constructivist Learning Approach Investigative Questioning Education and Computeraided Teaching Method Processed Science Lesson Primary School 6th Grade Students' Success, Learning Approach and Motivation Effects. (Unpublished Master Thesis). Necmettin Erbakan University Institute of Educational Sciences Department of Primary Education, Konya. *Küslü, F. (2015). The Effect of Computer Aided Mathematics Teaching on 8th Grade Students' Success in Prisms. (Unpublished Master Thesis). Sakarya University Institute of Educational Sciences Department of Computer Education and Instructional Technology, Sakarya. Kwon, S. K., Lee, M., & Shin, D. (2017). Educational assessment in the Republic of Korea: Lights and shadows of high-stake exam-based education system. Assessment in Education: Principles, Policy & Practice, 24(1), 60-77. Mattar, J. (2018). Constructivism and connectivism in education technology: Active, situated, authentic, experiential, and anchored learning. RIED. Revista Iberoamericana de Educación a Distancia, 21(2), 201-217. *Mor, S., & Akbaba, U. (2018). Investigation of the Effect of Computer Aided Instruction Method on Student Achievement in 7th Grade Science and Technology Course "Light" Unit and Determining Students' Opinions about the Method. Kafkas University. (21), 135-160. *Müftüoğlu, A. C. (2018). Turkısh Efl Pre-Servıce Teachers’ Attıtudes Toward And Reflectıons On Digital Game Enhanced Practıce. (Unpublished Master Thesis). Çukurova University, Institute of Social Sciences, Department of English Language Teaching, Adana. *Okumuş, B. (2016). The Effect of Computer Aided Instructional Materials on Philosophy Success. (Unpublished Master Thesis). Bahçeşehir University, Institute of Science and Technology, Department of Information Technologies, İstanbul. *Özkoyuncu, Y. (2016). The Effect of Computer Assisted Teaching Method on Student Achievement and Retention in Learning the Verbs and Verbs of Secondary School Grade 10 Students. (Unpublished Master Thesis). Siirt University, Institute of Social Sciences, Department of Turkish Education, Siirt. *Özmutlu, M. (2018). Desıgnıng A Dıgıtal Game Desıgn Platform For Chıldren. (Unpublished Master Thesis). Bahçeşehir University, Institute of Social Sciences, Department of Game Design, İstanbul. Pamuk, T. (2018). Investigation of the Effect of Computer Assisted Instruction on the Achievements and Attitudes of 8th Grade Students in Teaching of "Periodic System" and "Chemical Bonds". (Master's thesis, Ordu University). International Technology and Education Journal Vol. 3, No. 2; 2019 32 Polat, S., & Ay, O. (2016). Meta-synthesis: a conceptual analysis. Journal of Qualitative Research in Education, 4(2), 52-64. Ross, S. M., Morrison, G. R., & Lowther, D. L. (2010). Educational technology research past and present: Balancing rigor and relevance to impact school learning. Contemporary Educational Technology, 1(1), 17-35. *Sayın, M. E. D. (2016). Effects of Digital Games on Cognitive Abilities: Comparison of Factor Reference Cognitive Test Kit and Player and Non-Player Groups (Doctoral dissertation, Marmara University Institute of Social Sciences, Journalism Department, Istanbul, Turkey). Sari, S., Anjani, R., Farida, I., & Ramdhani, M. A. (2017, September). Using android-based educational game for learning colloid material. In Journal of Physics: Conference Series (Vol. 895, No. 1, p. 012012). IOP Publishing. *Şahin, R. (2016). The Effect of Computer Aided Instruction on Student Achievement and Attitude in Solar System and Beyond Space Jigsaw Puzzle Unit in 7th Grade Science and Technology Course. (Unpublished Master Thesis). Kafkas University Graduate School of Natural and Applied Sciences, Kars. *Şakalar, G. Y. (2017). Educable mentally disabled children in Turkey can be used in a Computer Aided Music Lessons Music Lessons of Special Education Module Design (The Case of İstanbul). (Unpublished Master Thesis). Yıldız Technical University Institute of Social Sciences Department of Art and Design, Istanbul. *Şenlen, M. E. (2015). The Effect of Computer Assisted Instruction on the Achievement of Secondary School Students in the Unit Cycles and Energy Conversions Unit. (Unpublished Master Thesis). Gazi University, Institute of Educational Sciences, Department of Secondary Science and Mathematics Education, Ankara. *Taş, N. (2018). The Effect of Differentiated Computer Assisted Mathematics Activities on the Computational Thinking Self-Efficacy and Attitudes Towards Mathematics of Gifted Students. (Unpublished Master Thesis). Atatürk University, Institute of Educational Sciences, Department of Computer Education and Instructional Technology, Erzurum. *Tecen, B. (2018). The Effect of Digital Game-Based Supportive Activities on Preschool Learning of Vowels in Preschool Voice Education. (Unpublished Master Thesis). Bahçeşehir University Institute of Educational Sciences, Department of Educational Technology, İstanbul. *Uluay, G. (2017). The Effect of Digital Game Design Applications on Academic Achievement, Problem Solving Skills and Motivation of Secondary School Students in Science Teaching. (Unpublished Master Thesis). Gazi University, Institute of Educational Sciences, Ankara, Turkey. Usta, E., Korucu, A. T., & Yavuzarslan, İ. F. (2016). The use of augmented reality technology in education: content analysis of the research period 2007-2016 in Turkey. Journal of Field Education Research, 2(2), 84-95. Yang, G. (2019, July). The Teaching Strategy of Higher Vocational English from the Perspective of Multiple Intelligences Theory. In 4th International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2019). Atlantis Press. *Yapıcıoğlu, M. F. (2018). The Effect of Computer Assisted Teaching Methods on Academic Achievement and Retention in the Teaching of the Resources Unit of our Country. (Unpublished Master Thesis). Kastamonu University Institute of Social Sciences Department of Turkish and Social Sciences Education, Kastamonu. Yılmaz, M., Üredi, L., & Akbaşlı, S. (2015). Determining the pre-service teachers' computer proficiency levels and their perceptions about the use of technology in education. International Journal of Humanities and Education, 1(1), 105-121. *Yurdaarmağan, B. (2013). The effects of digital game based learning on performance and motivation for high school students in computer science education. (Unpublished Master Thesis). Bahçeşehir University, Institute of Science and Technology, Department of Computer Engineering, İstanbul. Yurdakul, B. (2005). Metacognitive and constructivist learning environments. International Technology and Education Journal Vol. 3, No. 2; 2019 33 *Zengin, D. (2019). The Effect of Computer Aided Instructional Software on Academic Success in Teaching Equation and Equation. (Unpublished Master Thesis). Atatürk University, Institute of Educational Sciences, Department of Mathematics and Science Education, Erzurum.
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Details
| Primary Language | English |
|---|---|
| Subjects | Studies on Education |
| Journal Section | Articles |
| Authors | |
| Publication Date | December 31, 2019 |
| Published in Issue | Year 2019 Volume: 3 Issue: 2 |
