Research Article
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Year 2020, Volume: 6 Issue: 2, 105 - 119, 01.04.2020
https://doi.org/10.21891/jeseh.668961

Abstract

References

  • Akçaoğlu, M. (2013). Cognitive and motivational impacts of learning game design on middle school children (Unpublished Doctoral dissertation). Michigan State University, ABD. Akçaoğlu, M., & Koehler, M. J. (2014). Cognitive outcomes from the Game-Design and Learning (GDL) after-school program. Computers & Education, 75, 72-81. Alaswad, Z., & Nadolny, L. (2015). Designing for Game-Based Learning: The effective integration of technology to support learning. Journal of Educational Technology Systems, 43(4), 389-402. Amory, A., Naicker, K., Vincent, J., & Adams, C. (1999). The use of computer games as an educational tool: identification of appropriate game types and game elements. British Journal of Educational Technology, 30(4), 311-321. Ashrafzadeh, A., & Sayadian, S. (2015). University instructors’ concerns and perceptions of technology integration. Computers in Human Behavior, 49, 62-73. Baek, Y. K. (Ed.). (2010). Gaming for classroom-based learning: Digital role playing as a motivator of study. IGI Global. Becker, K. (2007). Digital game‐based learning once removed: Teaching teachers. British Journal of Educational Technology, 38(3), 478-488. Bingimlas, K. A. (2009). Barriers to the successful integration of ICT in teaching and learning environments: A review of the literature. Eurasia Journal of Mathematics, Science & Technology Education, 5(3), 235-245. Bruner, J. S. (1961). The act of discovery. Harvard educational review. 31 (1), 21–32. Büyüköztürk, Ş. (2012). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni, SPSS uygulamaları ve yorum. Ankara: Pegem Akademi. Chen, H., Wigand, R. T., & Nilan, M. S. (1999). Optimal experience of web activities. Computers in Human Behavior, 15(5), 585-608. Chien, Y. T., Chang, C. Y., Yeh, T. K., & Chang, K. E. (2012). Engaging pre-service science teachers to act as active designers of technology integration: A MAGDAIRE framework. Teaching and Teacher Education, 28(4), 578-588. Coffin, D. G. (2002). Saving time with a rubric buffet. Strategies, 16(1), 5-8. Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson Education. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum. De Aguilera, M., & Mendiz, A. (2003). Video games and education: (Education in the face of a “Parallel School”). Computers in Entertainment, 1(1), 1. De Freitas, S. I. (2006). Using games and simulations for supporting learning. Learning, Media and Technology, 31(4), 343–58. Ertmer, P. A. (1999). Addressing first-and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47-61. Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284. Feng, J., Spence, I., & Pratt, J. (2007). Playing an action video game reduces gender differences in spatial cognition. Psychological science, 18(10), 850-855. Garris, R., Ahlers, R., & Driskell, J. E. (2002). Games, motivation, and learning: A research and practice model. Simulation & Gaming, 33(4), 441-467. Gee, J. P. (2005). Learning by design: Good video games as learning machines. E-Learning and Digital Media, 2(1), 5-16. Granic, I., Lobel, A., & Engels, R. C. (2014). The benefits of playing video games. American Psychologist, 69(1), 66. Gros, B. (2007). Digital games in education: The design of games-based learning environments. Journal of Research on Technology in Education, 40(1), 23-38. Haney, J. J., Lumpe, A. T., Czerniak, C. M., & Egan, V. (2002). From beliefs to actions: The beliefs and actions of teachers implementing change. Journal of Science Teacher Education, 13(3), 171-187. Hennessy, S., Ruthven, K., & Brindley, S. (2005). Teacher perspectives on integrating ICT into subject teaching: Commitment, constraints, caution, and change. Journal of Curriculum Studies, 37(2), 155-192. Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223-252. Ifenthaler, D., Eseryel, D., & Ge, X. (Ed.). (2012). Assessment in game-based learning: Foundations, innovations and perspectives. Springer. Kalaycı, S. (2010). SPSS uygulamalı çok değişkenli istatistik teknikleri. Ankara: Asil Yayın. Kane, R., Sandretto, S., & Heath, C. (2002). Telling half the story: A critical review of research on the teaching beliefs and practices of university academics. Review of Educational Research, 72(2), 177-228. Kirriemuir, J. (2002). The relevance of video games and gaming consoles to the higher and further education learning experience (Report No:2). Techwatch. Koster, R. (2013). Theory of fun for game design (2nd ed.). O'Reilly Media, Inc. Liu, E. Z. F., & Chen, P. K. (2013). The effect of game-based learning on students’ learning performance in science learning–A case of “conveyance go”. Procedia-Social and Behavioral Sciences, 103, 1044-1051. Luft, J. A. (1999). Rubrics: Design and use in science teacher education. Journal of Science Teacher Education, 10(2), 107-121. MacLaurin, M. B. (2011, January). The Design of Kodu: A Tiny Visual Programming Language for Children on the Xbox 360. Paper presented at the meeting ACM SIGPLAN-SIGACT symposium. Mento, A. J., & Giampetro-Meyer, A. (2000). Peer observation of teaching as a true developmental opportunity. College Teaching, 48(1), 28-31. Mertler, C. A. (2001). Designing scoring rubrics for your classroom. Practical Assessment, Research & Evaluation, 7(25), 1-10. Microsoft Research, Kodu Project. (http://research.microsoft.com/en-us/projects/kodu). Mitchell, A., & Savill-Smith, C. (2004). The use of computer and video games for learning: A review of the literature. Learning and Skills Development Agency. Montgomery, K. (2000). Classroom rubrics: Systematizing what teachers do naturally. The Clearing House, 73(6), 324-328. Montgomery, K. (2002). Authentic tasks and rubrics: Going beyond traditional assessments in college teaching. College Teaching, 50(1), 34-40. Natale, M. J. (2002). The effect of a male-oriented computer gaming culture on careers in the computer industry. ACM SIGCAS Computers and Society,32(2), 24-31. Prensky, M. (2001). Digital game-based learning. New York: McGraw Hill. Qian, M., & Clark, K. R. (2016). Game-based learning and 21st century skills: A review of recent research. Computers in Human Behavior, 63, 50-58. Ray, B., & Coulter, G. A. (2010). Perceptions of the value of digital mini-games: Implications for middle school classrooms. Journal of Computing in Teacher Education, 26(3), 92-100. Ritchie, D., & Dodge, B. (1992, March). Integrating Technology Usage across the Curriculum through Educational Adventure Games. Paper presented at the meeting of Technology and Teacher Education Conference. Houston. Shaffer, D. W., Halverson, R., Squire, K. R., & Gee, J. P. (2005). Video Games and the Future of Learning (Working Paper No. 4). Wisconsin Center for Education Research. Shute, V. J., Rieber, L., & Van Eck, R. (2011). Games... and... learning. Trends and Issues in Instructional Design and Technology, 3. Sitzmann, T. (2011). A meta‐analytic examination of the instructional effectiveness of computer‐based simulation games. Personnel Psychology, 64(2), 489-528. Spires, H. A. (2015). Digital game‐based learning. Journal of Adolescent & Adult Literacy, 59(2), 125-130. Touretzky, D. S. (2014, December 5). Teaching Kodu with physical manipulatives. ACM Inroads, p. 44. Uttal, D. H., Meadow, N. G., Tipton, E., Hand, L. L., Alden, A. R., Warren, C., & Newcombe, N. S. (2013). The malleability of spatial skills: a meta-analysis of training studies. Psychological Bulletin, 139(2), 352. Vogel, J. J., Vogel, D. S., Cannon-Bowers, J., Bowers, C. A., Muse, K., & Wright, M. (2006). Computer gaming and interactive simulations for learning: A meta-analysis. Journal of Educational Computing Research, 34(3), 229-243. Whitton, N. (2010). Learning with digital games. A practical guide to engaging students in higher education. Routledge, UK. Zin, N. A. M., Yue, W. S., & Jaafar, A. (2009). Digital game-based learning (DGBL) model and development methodology for teaching history. WSEAS Transactions on Computers, 8(2), 322-333.

Pre-Service Science Teachers’ Learning and Teaching Experiences with Digital Games: KODU Game Lab

Year 2020, Volume: 6 Issue: 2, 105 - 119, 01.04.2020
https://doi.org/10.21891/jeseh.668961

Abstract

The aim of this paper is to introduce Kodu Game Lab to pre-service science teachers through a method course based on MAGDAIRE framework and prepare them to design their own digital games. In accordance with this purpose, key factors towards using digital games in classroom are also observed. Convergent parallel design that is a type of mix method research design was used in this study. This study is performed with a total of 18 pre-service teachers (PSTs) who were senior students in a teacher education program of a public university in Turkey. PSTs voluntarily formed six groups and designed their own digital games collaboratively based on DGBL-ID Model. Technical Proficiency of Kodu Skills Test (TPKS-T), rubrics for group and personal assessment and observation form were used to collect data. According to analyses of data collected with TPKS-T, post-test mean of PSTs is significantly higher than their pre-test means. Findings of rubrics showed that PSTs’ determined performance levels are directly proportionate to practices. Also, findings obtained with observation form are promoted this result. It can be suggested that knowledge and skills, pedagogical beliefs and culture have an effect on integrating digital games into learning process.

References

  • Akçaoğlu, M. (2013). Cognitive and motivational impacts of learning game design on middle school children (Unpublished Doctoral dissertation). Michigan State University, ABD. Akçaoğlu, M., & Koehler, M. J. (2014). Cognitive outcomes from the Game-Design and Learning (GDL) after-school program. Computers & Education, 75, 72-81. Alaswad, Z., & Nadolny, L. (2015). Designing for Game-Based Learning: The effective integration of technology to support learning. Journal of Educational Technology Systems, 43(4), 389-402. Amory, A., Naicker, K., Vincent, J., & Adams, C. (1999). The use of computer games as an educational tool: identification of appropriate game types and game elements. British Journal of Educational Technology, 30(4), 311-321. Ashrafzadeh, A., & Sayadian, S. (2015). University instructors’ concerns and perceptions of technology integration. Computers in Human Behavior, 49, 62-73. Baek, Y. K. (Ed.). (2010). Gaming for classroom-based learning: Digital role playing as a motivator of study. IGI Global. Becker, K. (2007). Digital game‐based learning once removed: Teaching teachers. British Journal of Educational Technology, 38(3), 478-488. Bingimlas, K. A. (2009). Barriers to the successful integration of ICT in teaching and learning environments: A review of the literature. Eurasia Journal of Mathematics, Science & Technology Education, 5(3), 235-245. Bruner, J. S. (1961). The act of discovery. Harvard educational review. 31 (1), 21–32. Büyüköztürk, Ş. (2012). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni, SPSS uygulamaları ve yorum. Ankara: Pegem Akademi. Chen, H., Wigand, R. T., & Nilan, M. S. (1999). Optimal experience of web activities. Computers in Human Behavior, 15(5), 585-608. Chien, Y. T., Chang, C. Y., Yeh, T. K., & Chang, K. E. (2012). Engaging pre-service science teachers to act as active designers of technology integration: A MAGDAIRE framework. Teaching and Teacher Education, 28(4), 578-588. Coffin, D. G. (2002). Saving time with a rubric buffet. Strategies, 16(1), 5-8. Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson Education. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum. De Aguilera, M., & Mendiz, A. (2003). Video games and education: (Education in the face of a “Parallel School”). Computers in Entertainment, 1(1), 1. De Freitas, S. I. (2006). Using games and simulations for supporting learning. Learning, Media and Technology, 31(4), 343–58. Ertmer, P. A. (1999). Addressing first-and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47-61. Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284. Feng, J., Spence, I., & Pratt, J. (2007). Playing an action video game reduces gender differences in spatial cognition. Psychological science, 18(10), 850-855. Garris, R., Ahlers, R., & Driskell, J. E. (2002). Games, motivation, and learning: A research and practice model. Simulation & Gaming, 33(4), 441-467. Gee, J. P. (2005). Learning by design: Good video games as learning machines. E-Learning and Digital Media, 2(1), 5-16. Granic, I., Lobel, A., & Engels, R. C. (2014). The benefits of playing video games. American Psychologist, 69(1), 66. Gros, B. (2007). Digital games in education: The design of games-based learning environments. Journal of Research on Technology in Education, 40(1), 23-38. Haney, J. J., Lumpe, A. T., Czerniak, C. M., & Egan, V. (2002). From beliefs to actions: The beliefs and actions of teachers implementing change. Journal of Science Teacher Education, 13(3), 171-187. Hennessy, S., Ruthven, K., & Brindley, S. (2005). Teacher perspectives on integrating ICT into subject teaching: Commitment, constraints, caution, and change. Journal of Curriculum Studies, 37(2), 155-192. Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223-252. Ifenthaler, D., Eseryel, D., & Ge, X. (Ed.). (2012). Assessment in game-based learning: Foundations, innovations and perspectives. Springer. Kalaycı, S. (2010). SPSS uygulamalı çok değişkenli istatistik teknikleri. Ankara: Asil Yayın. Kane, R., Sandretto, S., & Heath, C. (2002). Telling half the story: A critical review of research on the teaching beliefs and practices of university academics. Review of Educational Research, 72(2), 177-228. Kirriemuir, J. (2002). The relevance of video games and gaming consoles to the higher and further education learning experience (Report No:2). Techwatch. Koster, R. (2013). Theory of fun for game design (2nd ed.). O'Reilly Media, Inc. Liu, E. Z. F., & Chen, P. K. (2013). The effect of game-based learning on students’ learning performance in science learning–A case of “conveyance go”. Procedia-Social and Behavioral Sciences, 103, 1044-1051. Luft, J. A. (1999). Rubrics: Design and use in science teacher education. Journal of Science Teacher Education, 10(2), 107-121. MacLaurin, M. B. (2011, January). The Design of Kodu: A Tiny Visual Programming Language for Children on the Xbox 360. Paper presented at the meeting ACM SIGPLAN-SIGACT symposium. Mento, A. J., & Giampetro-Meyer, A. (2000). Peer observation of teaching as a true developmental opportunity. College Teaching, 48(1), 28-31. Mertler, C. A. (2001). Designing scoring rubrics for your classroom. Practical Assessment, Research & Evaluation, 7(25), 1-10. Microsoft Research, Kodu Project. (http://research.microsoft.com/en-us/projects/kodu). Mitchell, A., & Savill-Smith, C. (2004). The use of computer and video games for learning: A review of the literature. Learning and Skills Development Agency. Montgomery, K. (2000). Classroom rubrics: Systematizing what teachers do naturally. The Clearing House, 73(6), 324-328. Montgomery, K. (2002). Authentic tasks and rubrics: Going beyond traditional assessments in college teaching. College Teaching, 50(1), 34-40. Natale, M. J. (2002). The effect of a male-oriented computer gaming culture on careers in the computer industry. ACM SIGCAS Computers and Society,32(2), 24-31. Prensky, M. (2001). Digital game-based learning. New York: McGraw Hill. Qian, M., & Clark, K. R. (2016). Game-based learning and 21st century skills: A review of recent research. Computers in Human Behavior, 63, 50-58. Ray, B., & Coulter, G. A. (2010). Perceptions of the value of digital mini-games: Implications for middle school classrooms. Journal of Computing in Teacher Education, 26(3), 92-100. Ritchie, D., & Dodge, B. (1992, March). Integrating Technology Usage across the Curriculum through Educational Adventure Games. Paper presented at the meeting of Technology and Teacher Education Conference. Houston. Shaffer, D. W., Halverson, R., Squire, K. R., & Gee, J. P. (2005). Video Games and the Future of Learning (Working Paper No. 4). Wisconsin Center for Education Research. Shute, V. J., Rieber, L., & Van Eck, R. (2011). Games... and... learning. Trends and Issues in Instructional Design and Technology, 3. Sitzmann, T. (2011). A meta‐analytic examination of the instructional effectiveness of computer‐based simulation games. Personnel Psychology, 64(2), 489-528. Spires, H. A. (2015). Digital game‐based learning. Journal of Adolescent & Adult Literacy, 59(2), 125-130. Touretzky, D. S. (2014, December 5). Teaching Kodu with physical manipulatives. ACM Inroads, p. 44. Uttal, D. H., Meadow, N. G., Tipton, E., Hand, L. L., Alden, A. R., Warren, C., & Newcombe, N. S. (2013). The malleability of spatial skills: a meta-analysis of training studies. Psychological Bulletin, 139(2), 352. Vogel, J. J., Vogel, D. S., Cannon-Bowers, J., Bowers, C. A., Muse, K., & Wright, M. (2006). Computer gaming and interactive simulations for learning: A meta-analysis. Journal of Educational Computing Research, 34(3), 229-243. Whitton, N. (2010). Learning with digital games. A practical guide to engaging students in higher education. Routledge, UK. Zin, N. A. M., Yue, W. S., & Jaafar, A. (2009). Digital game-based learning (DGBL) model and development methodology for teaching history. WSEAS Transactions on Computers, 8(2), 322-333.
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Details

Primary Language English
Subjects Special Education and Disabled Education
Journal Section Articles
Authors

Gülşah Uluay

Alev Doğan This is me

Publication Date April 1, 2020
Published in Issue Year 2020 Volume: 6 Issue: 2

Cite

APA Uluay, G., & Doğan, A. (2020). Pre-Service Science Teachers’ Learning and Teaching Experiences with Digital Games: KODU Game Lab. Journal of Education in Science Environment and Health, 6(2), 105-119. https://doi.org/10.21891/jeseh.668961