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A Scale Development Study on The Gamification Self-Efficiency of Social Studies Teachers

Yıl 2023, Cilt: 12 Sayı: 2, 420 - 429, 25.06.2023

Mehmet Akif İnesi Ali Gökalp Adem Sezer

https://doi.org/10.30703/cije.1205564

Öz

Gamification in education is a situation that allows students to learn by doing and living cooperatively and supports learning in an enjoyable environment. In this research, it is aimed to develop a measurement tool that can evaluate the gamification self-efficacy of social studies teachers. Based on this, data were collected from 550 social studies teachers still working and divided into two. Exploratory Factor Analysis (EFA) was performed with (n = 275) half of the data, and Confirmatory Factor Analysis (CFA) was performed with the other half of the data (n = 275). First of all, as a result of EFA, a structure consisting of 21 items and 4 different factors was obtained and this structure was confirmed by CFA. The Cronbach Alpha internal consistency coefficients of the scale ≥.90 are at an excellent level. The model fit indices (χ2/sd = 2.51; p<.001; RMSEA = .07, SRMR = .04, CFI = .96, TLI = .95, NFI = .93, GFI = .87 and IFI = .96) it is within the acceptable criterion value range and it has been seen that the scale has divergent and convergent validity. As a result of the study, a valid and reliable measurement tool was obtained that measures the gamification self-efficacy of social studies teachers.

Anahtar Kelimeler

Gamification Gamification in education Self-efficiency Scale Development Social Studies Teacher

Kaynakça

  • Ak, M. M., & Oruç, Ş. (2022). Gamification in social studies courses. Uluslararası Ders Kitapları ve Eğitim Materyalleri Dergisi, 5(1), 22-37.
  • Ar, N. A. (2016). The effects of gamification on academic achievement and learning strategies usage of vocational high school students [Unpublished master’s thesis]. Sakarya University.
  • Bandura, A. (1997) Self-efficacy: The exercise of control. Freemanand Company.
  • Bayram, Y. T., & Çalışkan, H. (2019). Gamified creative activities used in social studies courses: An action research. Journal of Individual Differences in Education, 1(1), 30-49.
  • Benali, M., Kaddouri, M., & Azzimani, T. (2018). Digital competence of Moroccan teachers of English. International Journal of Education and Development using Information and Communication Technology, 14(2), 99-120. Retrieved from http://ijedict.dec.uwi.edu/viewarticle.php?id=2526
  • Brigham, T. J. (2015). An introduction to gamification: Adding game elements for engagement. Medical reference services quarterly, 34(4), 471-480. https://doi.org/10.1080/02763869.2015.1082385
  • Buckley, P., & Doyle, E. (2016). Gamification and student motivation. Interactive Learning Environments, 24(6), 1162-1175. https://doi.org/10.1080/10494820.2014.964263
  • Büyüköztürk, Ş. (2002). Factor analysis: basic concepts and using to development scale. Educational Administration in Theory & Practice, 32(2), 470-483. Retrieved from https://dergipark.org.tr/tr/pub/kuey/issue/10365/126871
  • Büyüköztürk, Ş. (2005). Sosyal bilimler için veri analizi el kitabı. (5. Baskı). Pegem Akademi.
  • Büyüköztürk, Ş., Çakmak, E., Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2017). Bilimsel araştırma yöntemleri (23. Baskı). Pegem Akademi.
  • Byrne, B. M. (2011). Structural equation modeling with AMOS Basic concepts, applications, and programming. Routledge.
  • Cheong, C., Filippou, J., & Cheong, F. (2014). Towards the gamification of learning: Investigating student perceptions of game elements. Journal of Information Systems Education, 25(3), 233-244. Retrieved from https://jise.org/volume25/n3/JISEv25n3p233.html
  • Cole, D. A. (1987). Utility of comfirmatory factor analysis in test validation research. Journal of Conselting and Clinical Psychology, 55(4), 584-594. https://doi.org/10.1037/0022-006X.55.4.584
  • Csikszentmihalyi, M. (2020). Akış-mutluluk bilimi. Çev. Barış Satılmış (4. baskı). Buzdağı Yayınevi.
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik SPSS ve LISREL uygulamaları. Pegem Akademi.
  • De Vaus, D. (2002). Surveys in social research. (5 edition). Routledge.
  • Deterding, S., Dixon, D., Khaled, R., & Nacke. L. (2011). From Game Design Elements To Gamefulness: Defining "Gamification". In Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments (MindTrek '11). ACM, New York, NY, USA, 9-15.
  • Field, A. (2009). Discovering statistics using SPSS. (3 Edition). Sage.
  • Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50. https://doi.org/10.1177/002224378101800104
  • Genç, S. Z., & Eryaman, M. Y. (2007). Changing values and new education paradigm. Afyon Kocatepe University Journal of Social Sciences, 9(1), 89-102. Retrieved from http://hdl.handle.net/11630/3675
  • George, D., & Mallery, M. (2010). SPSS for Windows step by step: A simple guide and reference. (10th ed.). Pearson. Güler, E. (2015). Mobil sağlık hizmetlerinde oyunlaştırma. AUAd, 1(2), 82-101.
  • Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? A literature review of empirical studies on gamification. In 47th Hawaii International Conference on System Sciences, Waikoloa, HI, 6-9 January 2014 (pp. 3025-3034). https://doi.org/10.1109/HICSS.2014.377
  • Ho, R. (2006). Handbook of univariate and multivariate data analysis and interpretation with SPSS. New York: Chapman and Hall/CRC. https://doi.org/10.1201/9781420011111
  • International Society for Technology in Education. (2017). ISTE standards for educators. Retrieved from http://www.iste.org/standards/for-educators.
  • İnesi, M. A. (2022). The impact of gamifıcation in social studies teaching on academic achievement, academic risk-taking and attitudes [Unpublished doctoral thesis]. Uşak University.
  • Kelleci, Ö., & Kulaksız, T. (2020). Developing a digital educational game development self-efficacy scale. Pamukkale University Journal of Education, 0(52), 1-30 http://dx.doi.org/10.9779/pauefd.716426
  • Kline, R. B. (2011). Principles and practice of structural equation modeling. (3. Edition). The Guilford Press.
  • Lipesa, H. A. (2018). The role of teacher leadership in student achievement in mathematics. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.3276372.
  • McLean, L., & Connor, M. C. (2015). Depressive symptoms in third‐grade teachers: Relations to classroom quality and student achievement. Child Development, 86(3), 945-954. https://doi.org/10.1111/cdev.12344
  • Milli Eğitim Bakanlığı. (2020). Öğretmenlik mesleği genel yeterlikleri. Retrieved from http://oygm.meb.gov.tr/www/ogretmenlik-meslegi-genel-yeterlikleri/ icerik/39.
  • Özdamlı, F., & Kocakoyun-Aydoğan, Ş. (2019). Validity and reliability of the “Gamification Applications in Education” scale. Folklor/edebiyat, 25(97), 63-75. https://doi.org/10.22559/folklor.927
  • Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6. https://doi.org/10.1108/10748120110424816
  • Rodriguez, D., Busco, C., & Flores, R. (2015). Information technology within society’s evolution. Technology in Society, 40, 64-72. https://doi.org/10.1016/j.techsoc.2014.08.006
  • Sayan, H. (2015). Eğitim ve öğretmen. Çankırı Karatekin Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 6(2), 585-596. Retrieved from http://dergipark.gov.tr/jiss/issue/25891/272835.
  • Soylu, D. (2022). Impact of the gamification-enriched hybrid information literacy education on student achievement [Unpublished doctoral thesis]. Hacettepe University.
  • Straub D. W. (1989). Validating instruments in MIS research. MIS Quarterly, 13(2), 147–169. https://doi.org/10.2307/248922 Sugg, S. A. (2013). The Relationship between teacher leadership and student achievement. Retrieved from https://encompass.eku.edu/etd/138
  • Şahin, M., & Samur, Y. (2017). Instructional method of digital age: Gamification. Journal of Ege Education Technologies, 1(1), 1-27. Retrieved from https://dergipark.org.tr/tr/pub/eetd/issue/29867/306559
  • Tapan, M. (2021). The effect of gamification on the students' academic success in Turkish course and on their course motivations and the motivations regarding the instructional materials (Unpublished master’s thesis). Bahçeşehir University.
  • Vardarlıer, P., & İnan, K. (2017). Gamification model proposal for the improvement of sales personnel performance. Journal of Behavior At Work, 2(1), 8-19.
  • Werbach, K., & Hunter, D. (2012). For the win. How game thinking can revolutionize your business. Wharton Digital Press.
  • Worthington, R. L., & Whittaker, T. A. (2006). Scale development research a content analysis and recommendations for best practices. The Counseling Psychologist, 34(6), 806-838. https://doi.org/10.1177/0011000006288127
  • Xu, Y. (2011). Literature review on web application gamication and analytics. CSDL Technical Report (05.11). Honolulu: University of Hawaii.
  • Yıldırım, İ. (2017). Students’ perceptions about gamification of education: A Q-Method analysis. Education and Science, 42(191), 235-246. https://doi.org/10.15390/EB.2017.6970
  • Yüksel, H. S., & Canlı, S. (2019). Gamification and student engagement: A case study in undergraduate education. Spormetre, 17(2), 92-109. https://doi.org/10.33689/spormetre.527412
  • Zengin, A. Y., & Boduroğlu, E. (2017). Attitude and word of mouth intensions regarding gamifıcation: An investigation on gender and income level. Third Sector Social Economic Review, 52rd Special edition, 64-86

Sosyal Bilgiler Öğretmenlerinin Oyunlaştırma Öz Yeterliliklerine İlişkin Bir Ölçek Geliştirme Çalışması

Yıl 2023, Cilt: 12 Sayı: 2, 420 - 429, 25.06.2023

Mehmet Akif İnesi Ali Gökalp Adem Sezer

https://doi.org/10.30703/cije.1205564

Öz

Eğitimde oyunlaştırma, öğrencilerin işbirliği içinde yaparak yaşayarak öğrenmelerine fırsat tanıyan ve öğrenmenin zevkli bir ortamda desteklenmesini sağlayan bir durumdur. Bu araştırmada, sosyal bilgiler öğretmenlerinin oyunlaştırma öz yeterliliklerini değerlendirecek bir ölçme aracının geliştirilmesi amaçlanmıştır. Bu doğrultuda, aktif olarak görev yapan 550 sosyal bilgiler öğretmeninden toplanan veriler iki eş parçaya bölünmüş; verilerin (n = 275) yarısıyla Açımlayıcı Faktör Analizi (AFA), diğer yarısıyla (n = 275) da Doğrulayıcı Faktör Analizi (DFA) gerçekleştirilmiştir. AFA sonucunda 21 madde ve 4 farklı faktörden oluşan bir yapı elde edilmiş ve bu yapı da DFA ile doğrulanmıştır. Ölçeğin Cronbach Alfa iç tutarlılık katsayıları ≥.90 mükemmel düzeyde, model uyum indekslerinin (χ2/sd = 2.51; p<.001; RMSEA = .07, SRMR = .04, CFI = .96, TLI = .95, NFI = .93, GFI = .87 ve IFI = .96) kabul edilebilir ölçüt değer aralığında ve ölçeğin ıraksak ile yakınsak geçerliliğe sahip olduğu görülmüştür. Çalışma sonucunda sosyal bilgiler öğretmenlerinin oyunlaştırma öz yeterliliklerini ölçen geçerli ve güvenilir bir ölçme aracı elde edilmiştir.

Anahtar Kelimeler

Oyunlaştırma Eğitimde Oyunlaştırma Öz yeterlilik Ölçek Geliştirme Sosyal Bilgiler Öğretmeni

Kaynakça

  • Ak, M. M., & Oruç, Ş. (2022). Gamification in social studies courses. Uluslararası Ders Kitapları ve Eğitim Materyalleri Dergisi, 5(1), 22-37.
  • Ar, N. A. (2016). The effects of gamification on academic achievement and learning strategies usage of vocational high school students [Unpublished master’s thesis]. Sakarya University.
  • Bandura, A. (1997) Self-efficacy: The exercise of control. Freemanand Company.
  • Bayram, Y. T., & Çalışkan, H. (2019). Gamified creative activities used in social studies courses: An action research. Journal of Individual Differences in Education, 1(1), 30-49.
  • Benali, M., Kaddouri, M., & Azzimani, T. (2018). Digital competence of Moroccan teachers of English. International Journal of Education and Development using Information and Communication Technology, 14(2), 99-120. Retrieved from http://ijedict.dec.uwi.edu/viewarticle.php?id=2526
  • Brigham, T. J. (2015). An introduction to gamification: Adding game elements for engagement. Medical reference services quarterly, 34(4), 471-480. https://doi.org/10.1080/02763869.2015.1082385
  • Buckley, P., & Doyle, E. (2016). Gamification and student motivation. Interactive Learning Environments, 24(6), 1162-1175. https://doi.org/10.1080/10494820.2014.964263
  • Büyüköztürk, Ş. (2002). Factor analysis: basic concepts and using to development scale. Educational Administration in Theory & Practice, 32(2), 470-483. Retrieved from https://dergipark.org.tr/tr/pub/kuey/issue/10365/126871
  • Büyüköztürk, Ş. (2005). Sosyal bilimler için veri analizi el kitabı. (5. Baskı). Pegem Akademi.
  • Büyüköztürk, Ş., Çakmak, E., Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2017). Bilimsel araştırma yöntemleri (23. Baskı). Pegem Akademi.
  • Byrne, B. M. (2011). Structural equation modeling with AMOS Basic concepts, applications, and programming. Routledge.
  • Cheong, C., Filippou, J., & Cheong, F. (2014). Towards the gamification of learning: Investigating student perceptions of game elements. Journal of Information Systems Education, 25(3), 233-244. Retrieved from https://jise.org/volume25/n3/JISEv25n3p233.html
  • Cole, D. A. (1987). Utility of comfirmatory factor analysis in test validation research. Journal of Conselting and Clinical Psychology, 55(4), 584-594. https://doi.org/10.1037/0022-006X.55.4.584
  • Csikszentmihalyi, M. (2020). Akış-mutluluk bilimi. Çev. Barış Satılmış (4. baskı). Buzdağı Yayınevi.
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik SPSS ve LISREL uygulamaları. Pegem Akademi.
  • De Vaus, D. (2002). Surveys in social research. (5 edition). Routledge.
  • Deterding, S., Dixon, D., Khaled, R., & Nacke. L. (2011). From Game Design Elements To Gamefulness: Defining "Gamification". In Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments (MindTrek '11). ACM, New York, NY, USA, 9-15.
  • Field, A. (2009). Discovering statistics using SPSS. (3 Edition). Sage.
  • Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50. https://doi.org/10.1177/002224378101800104
  • Genç, S. Z., & Eryaman, M. Y. (2007). Changing values and new education paradigm. Afyon Kocatepe University Journal of Social Sciences, 9(1), 89-102. Retrieved from http://hdl.handle.net/11630/3675
  • George, D., & Mallery, M. (2010). SPSS for Windows step by step: A simple guide and reference. (10th ed.). Pearson. Güler, E. (2015). Mobil sağlık hizmetlerinde oyunlaştırma. AUAd, 1(2), 82-101.
  • Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? A literature review of empirical studies on gamification. In 47th Hawaii International Conference on System Sciences, Waikoloa, HI, 6-9 January 2014 (pp. 3025-3034). https://doi.org/10.1109/HICSS.2014.377
  • Ho, R. (2006). Handbook of univariate and multivariate data analysis and interpretation with SPSS. New York: Chapman and Hall/CRC. https://doi.org/10.1201/9781420011111
  • International Society for Technology in Education. (2017). ISTE standards for educators. Retrieved from http://www.iste.org/standards/for-educators.
  • İnesi, M. A. (2022). The impact of gamifıcation in social studies teaching on academic achievement, academic risk-taking and attitudes [Unpublished doctoral thesis]. Uşak University.
  • Kelleci, Ö., & Kulaksız, T. (2020). Developing a digital educational game development self-efficacy scale. Pamukkale University Journal of Education, 0(52), 1-30 http://dx.doi.org/10.9779/pauefd.716426
  • Kline, R. B. (2011). Principles and practice of structural equation modeling. (3. Edition). The Guilford Press.
  • Lipesa, H. A. (2018). The role of teacher leadership in student achievement in mathematics. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.3276372.
  • McLean, L., & Connor, M. C. (2015). Depressive symptoms in third‐grade teachers: Relations to classroom quality and student achievement. Child Development, 86(3), 945-954. https://doi.org/10.1111/cdev.12344
  • Milli Eğitim Bakanlığı. (2020). Öğretmenlik mesleği genel yeterlikleri. Retrieved from http://oygm.meb.gov.tr/www/ogretmenlik-meslegi-genel-yeterlikleri/ icerik/39.
  • Özdamlı, F., & Kocakoyun-Aydoğan, Ş. (2019). Validity and reliability of the “Gamification Applications in Education” scale. Folklor/edebiyat, 25(97), 63-75. https://doi.org/10.22559/folklor.927
  • Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6. https://doi.org/10.1108/10748120110424816
  • Rodriguez, D., Busco, C., & Flores, R. (2015). Information technology within society’s evolution. Technology in Society, 40, 64-72. https://doi.org/10.1016/j.techsoc.2014.08.006
  • Sayan, H. (2015). Eğitim ve öğretmen. Çankırı Karatekin Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 6(2), 585-596. Retrieved from http://dergipark.gov.tr/jiss/issue/25891/272835.
  • Soylu, D. (2022). Impact of the gamification-enriched hybrid information literacy education on student achievement [Unpublished doctoral thesis]. Hacettepe University.
  • Straub D. W. (1989). Validating instruments in MIS research. MIS Quarterly, 13(2), 147–169. https://doi.org/10.2307/248922 Sugg, S. A. (2013). The Relationship between teacher leadership and student achievement. Retrieved from https://encompass.eku.edu/etd/138
  • Şahin, M., & Samur, Y. (2017). Instructional method of digital age: Gamification. Journal of Ege Education Technologies, 1(1), 1-27. Retrieved from https://dergipark.org.tr/tr/pub/eetd/issue/29867/306559
  • Tapan, M. (2021). The effect of gamification on the students' academic success in Turkish course and on their course motivations and the motivations regarding the instructional materials (Unpublished master’s thesis). Bahçeşehir University.
  • Vardarlıer, P., & İnan, K. (2017). Gamification model proposal for the improvement of sales personnel performance. Journal of Behavior At Work, 2(1), 8-19.
  • Werbach, K., & Hunter, D. (2012). For the win. How game thinking can revolutionize your business. Wharton Digital Press.
  • Worthington, R. L., & Whittaker, T. A. (2006). Scale development research a content analysis and recommendations for best practices. The Counseling Psychologist, 34(6), 806-838. https://doi.org/10.1177/0011000006288127
  • Xu, Y. (2011). Literature review on web application gamication and analytics. CSDL Technical Report (05.11). Honolulu: University of Hawaii.
  • Yıldırım, İ. (2017). Students’ perceptions about gamification of education: A Q-Method analysis. Education and Science, 42(191), 235-246. https://doi.org/10.15390/EB.2017.6970
  • Yüksel, H. S., & Canlı, S. (2019). Gamification and student engagement: A case study in undergraduate education. Spormetre, 17(2), 92-109. https://doi.org/10.33689/spormetre.527412
  • Zengin, A. Y., & Boduroğlu, E. (2017). Attitude and word of mouth intensions regarding gamifıcation: An investigation on gender and income level. Third Sector Social Economic Review, 52rd Special edition, 64-86
Toplam 45 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma Makalesi
Yazarlar

Mehmet Akif İnesi 0000-0002-4305-7643

Ali Gökalp 0000-0002-3301-8392

Adem Sezer 0000-0002-6854-0252

Yayımlanma Tarihi 25 Haziran 2023
Yayımlandığı Sayı Yıl 2023Cilt: 12 Sayı: 2

Kaynak Göster

APA İnesi, M. A., Gökalp, A., & Sezer, A. (2023). Sosyal Bilgiler Öğretmenlerinin Oyunlaştırma Öz Yeterliliklerine İlişkin Bir Ölçek Geliştirme Çalışması. Cumhuriyet Uluslararası Eğitim Dergisi, 12(2), 420-429. https://doi.org/10.30703/cije.1205564
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e-ISSN: 2147-1606

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