Research Article
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Year 2023, Volume: 6 Issue: 2, 204 - 215, 31.12.2023
https://doi.org/10.52134/ueader.1372905

Abstract

References

  • Arkün Kocadere, S. & Samur, Y. (2016). Oyundan oyunlaştırmaya in A. İşman, H. F. Odabaşı & B. Akkoyunlu (Eds.), Eğitim teknolojileri okumaları 2016, 397-414. Ankara: Salmat Basım Yayın.
  • Allran, J. S., Russell, M. G., Tantong, K. & Becker, J. (2021). The effectiveness of kahoot, quizlet , and flipgrid in online esl teaching. The 16th International Conference on Humanities and Social Sciences Education transformation: Humanities and Social Sciences. 2021(November), 86– 93.
  • Başaran, İ. E. (1991). Eğitim yönetimi. Ankara: Gül Yayınevi.
  • Bozkurt, A. & Genç Kumtepe, E. (2014). Oyunlaştırma, Oyun Felsefesi ve Eğitim: Gamification. 16.Akademik Bilişim Konferansı, Mersin Üniversitesi, Mersin.
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö.E., Karadeniz, Ş. & Demirel, F. (2016). Bilimsel araştırma yöntemleri. Ankara: Pegem Yayınları.
  • Byrne, R. (2013). Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). Thousand Oaks, CA: Sage.
  • Chaiyo, Y. & Nokham, R. (2017). The effect of Kahoot, Quizizz and Google Forms on the student's perception in the classrooms response system. In IEEE International Conference on Digital Arts, Media and Technology (ICDAMT), 178-182. Thailand: Chiang Mai University.
  • Chiang, H.-H. (2020). Kahoot! in an EFL Reading Class. Journal of Language Teaching and Research, 11(1), 33–44. https://doi.org/10.17507/jltr.1101.05.
  • Creswell, J. W. (2017b). Araştırma deseni nitel, nicel ve karma yöntem yaklaşımları. (S. B. Demir, Trans. Ed.). Eğiten Kitap.
  • Dellos, R. (2015). Kahoot! A digital game resource for learning. International Journal of Instructional Technology and Distance Learning, 12(4), 49-52.
  • Deterding, S., Khaled, R., Nacke, L. E. & Dixon, D. (2011). Gamification: Toward a definition. CHI 2011 Gamification Workshop Proceedings, 12-15.
  • George, D. & Mallery, P. (2003). SPSS for windows step by step: A simple guide and reference. Boston: Allyn & Bacon.
  • Kapp, K. M. (2012). The gamification of learning and instruction. San Francisco: Wiley.
  • Korkmaz, Ö. & Tetik, A. (2018). Örgün ve uzaktan eğitim öğrencilerinin derslerde kahoot ile oyunlaştırmaya dönük görüşleri. Journal of Instructional Technologies & Teacher Education, 7(2), 46-55.
  • Marangoz, M. & Marangoz, G. (2021). E-öğrenme ortamında kullanılan oyunlaştırma uygulamaları. Journal of Social and Humanities Sciences Research, 8(67), 606-610.
  • McGonigal, J. (2011). Reality is broken: Why games make us better and how they can change the world. London: Penguin.
  • Özdemir, O. (2017). Türkçe öğretiminde dijital teknolojilerin kullanımı ve bir web uygulaması örneği. Turkish Studies, 12(4), 427-444.
  • Patton, M. Q. (2005). Qualitative research: Qualitative research. Sage, Thousand Oaks, CA. Saraçoğlu, G. (2019). Lise öğrenci ve öğretmenlerinin kahoot kullanımına ilişkin görüşleri. Akdeniz Eğitim Araştırmaları Dergisi, 13(29).
  • Schell, J. (2010). Design Outside the Box. DICE Summit. https://www.realtimetranscription.com/showcase/DICE2010/JesseSchell/index.php
  • Ünsal, H. (2007). Harmanlanmış öğrenme etkinliğinin çoklu düzeyde değerlendirilmesi (Dissertation). Gazi University, Institute of Educational Sciences, Ankara.
  • Wang, A. I. & Tahir, R. (2020). The effect of using Kahoot! for learning–A literature review. Computers and Education, 149, 103818.
  • Werbach, K. & Hunter, D. (2012). For the win: How game thinking can revolutionize your business. Philadelphia, PA: Wharton Digital Press.
  • Werbach, K. & Hunter, D. (2015). The gamification toolkit: Dynamics, mechanics, and components for the win. Philadelphia: Wharton Digital Press.
  • Yapıcı, İ. & Karakoyun, F. (2017). Gamification in biology teaching: A sample of Kahoot application. Turkish Online Journal of Qualitative Inquiry, 8(4), 396-414.
  • Yılmaz, R. & Karaoğlan Yılmaz, F. G. (2019). Bir oyunlaştırma ve biçimlendirici değerlendirme aracı olarak kahoot kullanımına yönelik öğretmen adaylarının görüşlerinin incelenmesi. II. Uluslararası Eğitimde ve Kültürde Akademik Çalışmalar Sempozyumu Bildiriler Kitabı, Denizli, 331-337.

Prospective Teachers' Views on Gamified Online Assessment Tools

Year 2023, Volume: 6 Issue: 2, 204 - 215, 31.12.2023
https://doi.org/10.52134/ueader.1372905

Abstract

Gamification, which refers to the integration of game mechanics, dynamics and components into non-game contexts, has attracted significant attention in education in recent years. When the literature is examined, it is possible to find many applications that can gamify content. This study aims to explore students' perspectives on gamification in education with a special focus on the widely known Kahoot application. Within the scope of this research, it aims to explore students' views on the application of Kahoot-based gamification techniques in formal and distance education courses. The study was conducted with a mixed research method in which both quantitative and qualitative methods were used together. Quantitative data were analyzed using statistical measures such as arithmetic mean, standard deviation and independent sample t-test. Qualitative data were collected and analyzed through interviews. In the fall semester of 2021-2022, 278 pre-service teachers enrolled in the education programs of a state university in Turkey participated in the study. While 162 students participated in the study with distance education method, 116 students participated with formal education method. A 19-item opinion questionnaire on gamification using Kahoot and a form consisting of open-ended questions were used to collect data. The participants regularly participated in Kahoot gamification activities at the end of classes for 8 weeks. According to the results, the participants were generally satisfied with the gamification applications with Kahoot. They found these applications both fun and instructive. Students generally agreed that Kahoot is a useful application. However, it was concluded that some participants experienced internet connection problems, internet quota problems, insufficient response time and fear of being left behind in the ranking. According to these results, it is recommended to use Kahoot application and gamification activities in classrooms. In order to reduce the problem of lack of interaction in distance education environments, it is recommended to include Kahoot-like applications in distance education.

References

  • Arkün Kocadere, S. & Samur, Y. (2016). Oyundan oyunlaştırmaya in A. İşman, H. F. Odabaşı & B. Akkoyunlu (Eds.), Eğitim teknolojileri okumaları 2016, 397-414. Ankara: Salmat Basım Yayın.
  • Allran, J. S., Russell, M. G., Tantong, K. & Becker, J. (2021). The effectiveness of kahoot, quizlet , and flipgrid in online esl teaching. The 16th International Conference on Humanities and Social Sciences Education transformation: Humanities and Social Sciences. 2021(November), 86– 93.
  • Başaran, İ. E. (1991). Eğitim yönetimi. Ankara: Gül Yayınevi.
  • Bozkurt, A. & Genç Kumtepe, E. (2014). Oyunlaştırma, Oyun Felsefesi ve Eğitim: Gamification. 16.Akademik Bilişim Konferansı, Mersin Üniversitesi, Mersin.
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö.E., Karadeniz, Ş. & Demirel, F. (2016). Bilimsel araştırma yöntemleri. Ankara: Pegem Yayınları.
  • Byrne, R. (2013). Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). Thousand Oaks, CA: Sage.
  • Chaiyo, Y. & Nokham, R. (2017). The effect of Kahoot, Quizizz and Google Forms on the student's perception in the classrooms response system. In IEEE International Conference on Digital Arts, Media and Technology (ICDAMT), 178-182. Thailand: Chiang Mai University.
  • Chiang, H.-H. (2020). Kahoot! in an EFL Reading Class. Journal of Language Teaching and Research, 11(1), 33–44. https://doi.org/10.17507/jltr.1101.05.
  • Creswell, J. W. (2017b). Araştırma deseni nitel, nicel ve karma yöntem yaklaşımları. (S. B. Demir, Trans. Ed.). Eğiten Kitap.
  • Dellos, R. (2015). Kahoot! A digital game resource for learning. International Journal of Instructional Technology and Distance Learning, 12(4), 49-52.
  • Deterding, S., Khaled, R., Nacke, L. E. & Dixon, D. (2011). Gamification: Toward a definition. CHI 2011 Gamification Workshop Proceedings, 12-15.
  • George, D. & Mallery, P. (2003). SPSS for windows step by step: A simple guide and reference. Boston: Allyn & Bacon.
  • Kapp, K. M. (2012). The gamification of learning and instruction. San Francisco: Wiley.
  • Korkmaz, Ö. & Tetik, A. (2018). Örgün ve uzaktan eğitim öğrencilerinin derslerde kahoot ile oyunlaştırmaya dönük görüşleri. Journal of Instructional Technologies & Teacher Education, 7(2), 46-55.
  • Marangoz, M. & Marangoz, G. (2021). E-öğrenme ortamında kullanılan oyunlaştırma uygulamaları. Journal of Social and Humanities Sciences Research, 8(67), 606-610.
  • McGonigal, J. (2011). Reality is broken: Why games make us better and how they can change the world. London: Penguin.
  • Özdemir, O. (2017). Türkçe öğretiminde dijital teknolojilerin kullanımı ve bir web uygulaması örneği. Turkish Studies, 12(4), 427-444.
  • Patton, M. Q. (2005). Qualitative research: Qualitative research. Sage, Thousand Oaks, CA. Saraçoğlu, G. (2019). Lise öğrenci ve öğretmenlerinin kahoot kullanımına ilişkin görüşleri. Akdeniz Eğitim Araştırmaları Dergisi, 13(29).
  • Schell, J. (2010). Design Outside the Box. DICE Summit. https://www.realtimetranscription.com/showcase/DICE2010/JesseSchell/index.php
  • Ünsal, H. (2007). Harmanlanmış öğrenme etkinliğinin çoklu düzeyde değerlendirilmesi (Dissertation). Gazi University, Institute of Educational Sciences, Ankara.
  • Wang, A. I. & Tahir, R. (2020). The effect of using Kahoot! for learning–A literature review. Computers and Education, 149, 103818.
  • Werbach, K. & Hunter, D. (2012). For the win: How game thinking can revolutionize your business. Philadelphia, PA: Wharton Digital Press.
  • Werbach, K. & Hunter, D. (2015). The gamification toolkit: Dynamics, mechanics, and components for the win. Philadelphia: Wharton Digital Press.
  • Yapıcı, İ. & Karakoyun, F. (2017). Gamification in biology teaching: A sample of Kahoot application. Turkish Online Journal of Qualitative Inquiry, 8(4), 396-414.
  • Yılmaz, R. & Karaoğlan Yılmaz, F. G. (2019). Bir oyunlaştırma ve biçimlendirici değerlendirme aracı olarak kahoot kullanımına yönelik öğretmen adaylarının görüşlerinin incelenmesi. II. Uluslararası Eğitimde ve Kültürde Akademik Çalışmalar Sempozyumu Bildiriler Kitabı, Denizli, 331-337.
There are 25 citations in total.

Details

Primary Language English
Subjects Instructional Technologies
Journal Section Articles
Authors

Mehmet Marangoz 0000-0002-9193-7899

Sami Şahin 0000-0003-1873-5243

Early Pub Date December 31, 2023
Publication Date December 31, 2023
Submission Date October 8, 2023
Acceptance Date December 31, 2023
Published in Issue Year 2023 Volume: 6 Issue: 2

Cite

APA Marangoz, M., & Şahin, S. (2023). Prospective Teachers’ Views on Gamified Online Assessment Tools. International Journal of Scholars in Education, 6(2), 204-215. https://doi.org/10.52134/ueader.1372905