Research Article
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Year 2021, Volume: 4 Issue: 4 - ICETOL Special Issue, 793 - 804, 31.12.2021
https://doi.org/10.31681/jetol.1021845

Abstract

Supporting Institution

TÜBİTAK

Project Number

121B271

References

  • An, Y., & Bonk, C. J. (2009). Finding that SPECIAL PLACE: Designing digital game-based learning environments. TechTrends, 53(3), 43-48.
  • Association of American Colleges and Universities (2007). College learning for the new global century: A report from the national leadership council for liberal education & America's promise. https://eric.ed.gov/?id=ED495004
  • Atılgan, H., Kan, A., & Aydın, B. (2017). Measurement and evaluation in education (10th Edition). Anı publishing.
  • Ayra, M., & Kösterelioğlu, İ. (2016). Öğretmenlerin mesleki öz-yeterlik inançlarının çeşitli değişkenler açısından incelenmesi. Gümüşhane Üniversitesi Sosyal Bilimler Enstitüsü Elektronik Dergisi, 7(17), 81-101.
  • Bayirtepe, E., & Tüzün, H. (2007). Oyun-tabanlı öğrenme ortamlarının öğrencilerin bilgisayar dersindeki başarıları ve öz-yeterlik algıları üzerine etkileri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33, 41–54.
  • Beers, S. Z. (2006). 21st century skills: Preparing students for their future. https://cosee.umaine.edu/files/coseeos/21st_century_skills.pdf
  • Cresswell, J.W. (2016). Araştırma deseni nitel, nicel ve karma yöntem yaklaşımları. (S. B. Demir, Trans.) Eğiten Kitap.
  • Çakir, H. (2013). Bilgisayar oyunlarına ilişkin ailelerin yaklaşımı ve öğrenci üzerindeki etkilerin belirlenmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 9(2), 138–150. https://doi.org/10.17860/efd.89744.
  • Çankaya, S., & Karamete, A. (2008). Eğitsel bilgisayar oyunlarının öğrencilerin matematik dersine ve eğitsel bilgisayar oyunlarına yönelik tutumlarına etkisi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 4(2), 115–127. https://doi.org/10.17860/efd.31845
  • Doğusoy, B., & İnal, Y. (2006). Çok kullanıcılı bilgisayar oyunları ile öğrenme. VII. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi.
  • Dönmez Usta, N., & Turan Güntepe, E. (2019). Dijital oyun tasarlamanın öğrenmeye Etkisi. Bingöl Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9(18), 1215–1234. https://doi.org/10.29029/busbed.562553
  • Erten, P. (2019). Preservice teachers’ perceptions of 21st century skills competence and their views on gaining these skills. Milli Eğitim, 49(227), 33–64.
  • Fraenkel, J.R., Wallen, N.E., & Hyun, H.H. (2012). How to design and evaluate research in education. McGraw-Hill.
  • Gaudelli, W., & Taylor, A. (2011). Modding the global classroom? Serious video games and teacher reflection. Contemporary Issues in Technology and Teacher Education, 11(1), 70-91.
  • Jambhekar, K., Pahls, R. P., & Deloney, L. A. (2020). Benefits of an escape room as a novel educational activity for radiology residents. Academic Radiology, 27(2), 276–283. https://doi.org/10.1016/j.acra.2019.04.021
  • Kennedy-Clark, S., Galstaun, V., & Anderson, K. (2011). Using game-based inquiry learning to meet the changing directions of science education. In Proceedings of ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2011 (pp. 702–714). Australasian Society for Computers in Learning in Tertiary Education.
  • Kozikoğlu, İ, & Altunova, N. (2018). Öğretmen adaylarının 21. yüzyıl becerilerine ilişkin öz-yeterlik algılarının yaşam boyu öğrenme eğilimlerini yordama gücü. Yükseköğretim ve Bilim Dergisi, 8(3), 522-531. Doi: 10.5961/jhes.2018.293.
  • Martins, A.R., & Oliveira, L.R. (2018, June). Students as Creators of Educational Games-Learning to Use Simple Frameworks and Tools to Empower Students as Educational Game Designers. In EdMedia+ Innovate Learning (pp. 1210-1215). Association for the Advancement of Computing in Education (AACE).
  • Mayer, B., & Toates, L. (2016). All about escape rooms. School Library Journal. https://www.slj.com/?detailStory=all-about-escape-rooms.
  • Mertler, C.A., & Vannatta, R.A. (2005). Multiple regression. Advanced and multivariate statistical methods, 3rd Edition, Pyrczak, Los Angeles.165-198.
  • Moura, A., & Santos, I. L. (2019). Escape room in education: Gamify learning to engage students and learn Maths and Languages. In B. D. Silva, J. A. Lencastre, M. Bento, & A. J. Osório (Eds.), Experiences and Perceptions of Pedagogical Practices with Game-Based Learning & Gamification (pp. 179–194). Research Centre on Education (CIEd) Institute of Education, University of Minho.
  • National Association of Colleges and Employers. (2019). Job outlook 2019. https://www.odu.edu/content/dam/odu/offices/cmc/docs/nace/2019-nace-job-outlook-survey.pdf
  • Nicholson, S. (2015). Peeking Behind the Locked Door: A Survey of Escape Room Facilities. In White Paper (pp. 1–35). http://scottnicholson.com/pubs/erfacwhite.pdf
  • Prensky, M. (2001a). Digital game-based learning. McGraw-Hill.
  • Prensky, M. (2001b). Digital natives, digital immigrants part 1. On the Horizon, 9(5), 1–6. https://doi.org/10.1108/10748120110424816
  • Reynolds, C.R., Livingstone, R.B., & V. Willson, V. (2009). Measurement and assessment in education (2nd edition), Pearson Education.
  • Robin, B.R. (2008). Digital storytelling: a powerful technology tool for the 21st century classroom. Theory into Practice, 47, 220-228.
  • Sardone, N., & Devlin-Scherer, R. (2010). Teacher candidate responses to digital games: 21st century skills development. Journal of Research on Technology in Education, 42(4), 409–425.
  • Schober, P., Boer, C., & L. Schwarte, L. (2018). Correlation coefficients: Appropriate use and interpretation, Anesth Analg., 126(5), 1763-1768.
  • Schrader, P. G., Zheng, D., & Young, M. (2006). Teachers’ perceptions of video games: MMOGs and the future of preservice teacher education. Innovate, 2(3), 1-7.
  • Shaffer, D.W., Squire, K.R., Halverson, R., & Gee, J.P. (2005). Video games and the future of learning. Phi Delta Kappan, 87(2), 104-111. Tabachnick, B. G., & Fidel, L.S. (2001). Using multivarite statistics. Allyn and Bacon.
  • Takeuchi, L M., & Vaala, S. (2014). Level up learning: A national survey on teaching with digital games. http://www.joanganzcooneycenter.org/wp-content/uploads/2014/10/jgcc_leveluplearning_final.pdf

The effect of the training program of digital game design and escape rooms on science and art center teachers' technology acceptance, digital game development self-efficacy and use of digital games

Year 2021, Volume: 4 Issue: 4 - ICETOL Special Issue, 793 - 804, 31.12.2021
https://doi.org/10.31681/jetol.1021845

Abstract

In this research, it is aimed to evaluate the effectiveness of digital game design and escape room training given to teachers working with gifted students in Science and Art Centers within the scope of 4005 Science and Society Innovative Education Practices Program supported by The Scientific and Technological Research Council of Turkey (TÜBİTAK) on their technology acceptance, use of digital games, and digital game development self-efficacy. In this context, a single group pre-test post-test model was used in the study carried out with the experimental design. The sample group was determined according to criterion sampling, one of the purposeful sampling techniques. 30 teachers working in different disciplines in six Science and Art Centers in İzmir were included in the study. Within the scope of the research, six-day trainings were given to the teachers by eight field experts. As data collection tools, "knowledge and awareness test on the use of technology in education and digital games", "technology acceptance scale for teachers", "digital educational game development self-efficacy scale" and "the scale of benefiting from digital games in education" were used. Whether there is a significant difference between the mean scores was tested with the dependent samples t test when the normality assumption was met, and with the Wilcoxon signed ranks test when it was not. As a result of the analysis, it was determined that there was a significant difference between the use of digital games, technology acceptance, digital game development self-efficacy and achievement test scores, and these differences were in favor of the post-tests. In addition, according to the scores obtained from the scales, it was determined that there was no significant difference in terms of the gender of the teachers and the education was effective for both genders.

Project Number

121B271

References

  • An, Y., & Bonk, C. J. (2009). Finding that SPECIAL PLACE: Designing digital game-based learning environments. TechTrends, 53(3), 43-48.
  • Association of American Colleges and Universities (2007). College learning for the new global century: A report from the national leadership council for liberal education & America's promise. https://eric.ed.gov/?id=ED495004
  • Atılgan, H., Kan, A., & Aydın, B. (2017). Measurement and evaluation in education (10th Edition). Anı publishing.
  • Ayra, M., & Kösterelioğlu, İ. (2016). Öğretmenlerin mesleki öz-yeterlik inançlarının çeşitli değişkenler açısından incelenmesi. Gümüşhane Üniversitesi Sosyal Bilimler Enstitüsü Elektronik Dergisi, 7(17), 81-101.
  • Bayirtepe, E., & Tüzün, H. (2007). Oyun-tabanlı öğrenme ortamlarının öğrencilerin bilgisayar dersindeki başarıları ve öz-yeterlik algıları üzerine etkileri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33, 41–54.
  • Beers, S. Z. (2006). 21st century skills: Preparing students for their future. https://cosee.umaine.edu/files/coseeos/21st_century_skills.pdf
  • Cresswell, J.W. (2016). Araştırma deseni nitel, nicel ve karma yöntem yaklaşımları. (S. B. Demir, Trans.) Eğiten Kitap.
  • Çakir, H. (2013). Bilgisayar oyunlarına ilişkin ailelerin yaklaşımı ve öğrenci üzerindeki etkilerin belirlenmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 9(2), 138–150. https://doi.org/10.17860/efd.89744.
  • Çankaya, S., & Karamete, A. (2008). Eğitsel bilgisayar oyunlarının öğrencilerin matematik dersine ve eğitsel bilgisayar oyunlarına yönelik tutumlarına etkisi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 4(2), 115–127. https://doi.org/10.17860/efd.31845
  • Doğusoy, B., & İnal, Y. (2006). Çok kullanıcılı bilgisayar oyunları ile öğrenme. VII. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi.
  • Dönmez Usta, N., & Turan Güntepe, E. (2019). Dijital oyun tasarlamanın öğrenmeye Etkisi. Bingöl Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9(18), 1215–1234. https://doi.org/10.29029/busbed.562553
  • Erten, P. (2019). Preservice teachers’ perceptions of 21st century skills competence and their views on gaining these skills. Milli Eğitim, 49(227), 33–64.
  • Fraenkel, J.R., Wallen, N.E., & Hyun, H.H. (2012). How to design and evaluate research in education. McGraw-Hill.
  • Gaudelli, W., & Taylor, A. (2011). Modding the global classroom? Serious video games and teacher reflection. Contemporary Issues in Technology and Teacher Education, 11(1), 70-91.
  • Jambhekar, K., Pahls, R. P., & Deloney, L. A. (2020). Benefits of an escape room as a novel educational activity for radiology residents. Academic Radiology, 27(2), 276–283. https://doi.org/10.1016/j.acra.2019.04.021
  • Kennedy-Clark, S., Galstaun, V., & Anderson, K. (2011). Using game-based inquiry learning to meet the changing directions of science education. In Proceedings of ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2011 (pp. 702–714). Australasian Society for Computers in Learning in Tertiary Education.
  • Kozikoğlu, İ, & Altunova, N. (2018). Öğretmen adaylarının 21. yüzyıl becerilerine ilişkin öz-yeterlik algılarının yaşam boyu öğrenme eğilimlerini yordama gücü. Yükseköğretim ve Bilim Dergisi, 8(3), 522-531. Doi: 10.5961/jhes.2018.293.
  • Martins, A.R., & Oliveira, L.R. (2018, June). Students as Creators of Educational Games-Learning to Use Simple Frameworks and Tools to Empower Students as Educational Game Designers. In EdMedia+ Innovate Learning (pp. 1210-1215). Association for the Advancement of Computing in Education (AACE).
  • Mayer, B., & Toates, L. (2016). All about escape rooms. School Library Journal. https://www.slj.com/?detailStory=all-about-escape-rooms.
  • Mertler, C.A., & Vannatta, R.A. (2005). Multiple regression. Advanced and multivariate statistical methods, 3rd Edition, Pyrczak, Los Angeles.165-198.
  • Moura, A., & Santos, I. L. (2019). Escape room in education: Gamify learning to engage students and learn Maths and Languages. In B. D. Silva, J. A. Lencastre, M. Bento, & A. J. Osório (Eds.), Experiences and Perceptions of Pedagogical Practices with Game-Based Learning & Gamification (pp. 179–194). Research Centre on Education (CIEd) Institute of Education, University of Minho.
  • National Association of Colleges and Employers. (2019). Job outlook 2019. https://www.odu.edu/content/dam/odu/offices/cmc/docs/nace/2019-nace-job-outlook-survey.pdf
  • Nicholson, S. (2015). Peeking Behind the Locked Door: A Survey of Escape Room Facilities. In White Paper (pp. 1–35). http://scottnicholson.com/pubs/erfacwhite.pdf
  • Prensky, M. (2001a). Digital game-based learning. McGraw-Hill.
  • Prensky, M. (2001b). Digital natives, digital immigrants part 1. On the Horizon, 9(5), 1–6. https://doi.org/10.1108/10748120110424816
  • Reynolds, C.R., Livingstone, R.B., & V. Willson, V. (2009). Measurement and assessment in education (2nd edition), Pearson Education.
  • Robin, B.R. (2008). Digital storytelling: a powerful technology tool for the 21st century classroom. Theory into Practice, 47, 220-228.
  • Sardone, N., & Devlin-Scherer, R. (2010). Teacher candidate responses to digital games: 21st century skills development. Journal of Research on Technology in Education, 42(4), 409–425.
  • Schober, P., Boer, C., & L. Schwarte, L. (2018). Correlation coefficients: Appropriate use and interpretation, Anesth Analg., 126(5), 1763-1768.
  • Schrader, P. G., Zheng, D., & Young, M. (2006). Teachers’ perceptions of video games: MMOGs and the future of preservice teacher education. Innovate, 2(3), 1-7.
  • Shaffer, D.W., Squire, K.R., Halverson, R., & Gee, J.P. (2005). Video games and the future of learning. Phi Delta Kappan, 87(2), 104-111. Tabachnick, B. G., & Fidel, L.S. (2001). Using multivarite statistics. Allyn and Bacon.
  • Takeuchi, L M., & Vaala, S. (2014). Level up learning: A national survey on teaching with digital games. http://www.joanganzcooneycenter.org/wp-content/uploads/2014/10/jgcc_leveluplearning_final.pdf
There are 32 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Sibel Yoleri 0000-0002-7802-2352

Gizem Uyumaz 0000-0003-0792-2289

Project Number 121B271
Publication Date December 31, 2021
Published in Issue Year 2021 Volume: 4 Issue: 4 - ICETOL Special Issue

Cite

APA Yoleri, S., & Uyumaz, G. (2021). The effect of the training program of digital game design and escape rooms on science and art center teachers’ technology acceptance, digital game development self-efficacy and use of digital games. Journal of Educational Technology and Online Learning, 4(4), 793-804. https://doi.org/10.31681/jetol.1021845


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