Oyunlaştırmanın, öğrencilere ilerleme aşamalarını
göstererek öz değerlendirme yapabilecekleri önemli fırsatlar sunan yapısının,
öğrenci merkezli öğrenme ortamlarında ihtiyaç duyulan değerlendirme
yöntemlerine çözüm sunacağı düşünülmektedir. Bu bağlamda gerçekleştirilen
çalışmada probleme dayalı öğrenme ortamında oyunlaştırma kullanılarak
öğrencilere alternatif değerlendirme fırsatı sağlanmaya çalışılmış ve bu amaçla
gerçekleştirilen uygulamanın incelenmesi amaçlanmıştır. Oyunlaştırmanın
alternatif değerlendirme yöntemi olarak geçerliliği noktasında kanıt elde
edebilmek için korelasyonel çalışma gerçekleştirilmiştir. Bu çalışma, probleme
dayalı öğrenme çerçevesinde sekiz hafta boyunca bir devlet üniversitesinin
teknik bilimler meslek yüksekokulunda öğrenim gören 26 öğrenci üzerinde
yürütülmüştür. Çalışmanın verileri üst biliş ölçeği, bağlılık ölçeği, akademik
başarı testi ve oyunlaştırma puanları kullanılarak toplanmıştır. Öğrencilerin
oyunlaştırma puanları ile üst biliş puan ortalamaları ve akademik başarı puanları
arasında pozitif olmasına karşın orta düzeyde anlamlı olmayan bir ilişkinin
olduğu görülmüştür. Akademik başarı puanları ile bağlılık puan ortalamaları
arasında pozitif, düşük düzeyde ve anlamlı olmayan bir ilişki bulunmuştur. Buna
karşın oyunlaştırma puanları ile bağlılık puan ortalamaları arasında pozitif,
yüksek düzeyde ve anlamlı bir ilişkinin olduğu görülmüştür. Bu ilişki
oyunlaştırmanın bağlılığı artırıcı etkisine işaret etmektedir. Sonuç olarak,
oyunlaştırmanın öğrencilerin notlarına doğrudan etki eden değerlendirme yöntemi
olarak kullanılmasından ziyade süreç içi biçimlendirici değerlendirme olarak
kullanılmasının daha doğru olacağı düşünülmektedir.
It has been thought that gamification whose
structure offers important chances by showing improvement stages to students
will provide a solution for assessment methods needed in student centred
learning environments. In this study, it
has been tried to provide alternative assessment chance for students using
gamification in problem based learning environment. Correlational study has
been performed to prove validity of gamification at the point of alternative
assessment method. This study was carried out on 26 university students
studying at vocational school of technical sciences of a state university for 8
weeks in the context of problem based learning. The data were collected
using metacognition scale, engagement scale, academic achievement test and gamification
points. It has been found that although it is positive, there is a moderately
insignificant relation between students’ gamification points and metacognition
points average and academic achievement points. It has been found that there is
a positive, low level and insignificant relation between academic achievement
points and engagement points averages. In contrast, it has been found that
there is a positive, high level and significant relation between gamification
points and engagement points averages. This relation indicates the increasing
effect of gamification on engagement. After all, it is truly thought that
gamification is best used as in-process formative assessment rather than as an
assessment tool that directly effects students’ points.
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