Ömer ŞİMŞEK, Ülkü ÜLKER, Yusuf İslam BOLAT

OYUNLAŞTIRILMIŞ ÇEVRİMİÇİ SINIF YANITLAMA SİSTEMİNİN AKADEMİK BAŞARIYA ETKİSİ VE SİSTEME YÖNELİK GÖRÜŞLER

Bu araştırmanın amacı, oyunlaştırılmış çevrim içi sınıf yanıtlama sisteminin (Kahoot) öğretmen adaylarının Temel Bilgi Teknolojileri dersi kelime işlemci programı başarı düzeylerine etkisini ve bu sisteme yönelik görüşlerini incelemektir. Araştırmada, yakınsayan paralel karma desen kullanılmıştır. Nicel olarak ön test - son test başarı testleri ve uygulama yaprakları kullanılırken, nitel olarak deney grubundaki öğretmen adaylarının açık uçlu anket formuna verdikleri yanıtlar incelenmiştir. Araştırma, 2014-2015 öğretim yılında bir devlet üniversitesinde Bilgisayar I dersini alan ilköğretim matematik birinci sınıf öğretmen adayları ile yürütülmüştür. Nicel veriler ANCOVA, nitel veriler içerik analizi ile çözümlenmiştir. Araştırma sonuçlarına göre kontrol ve deney gruplarının uygulama yapraklarından aldıkları puanlar arasında anlamlı fark bulunmamışken başarı testleri arasında deney grubu lehine anlamlı fark bulunmuştur. Kahoot ile gerçekleştirilen biçimlendirici değerlendirme etkinliklerinin duyuşsal anlamda eğlenceli ve bilişsel anlamda öğrenme sürecini kolaylaştırdığı tespit edilmiştir

THE IMPACT OF GAMIFIED ONLINE CLASSROOM RESPONSE SYSTEM ON ACADEMIC ACHIEVEMENT AND VIEWS ABOUT THIS SYSTEM

The aim of this research is to indicate the impact of game-based online classroom response system (Kahoot) on teacher candidates’ basic information technology (specifically word processor) achievement and to determine their views about this system. The research method is convergent parallel mixed research design. The pretest-posttest control group quasi-experimental research design is used as quantitative method and data are collected with achievement test and worksheets. The qualitative data is collected with an open-ended questionnaire. This research is carried out with freshmen level mathematics teacher candidates taking Computer I course at a public university in 2014-2015. ANCOVA was used for analyzing quantitative data; content analysis was used for qualitative data. According to the results of the research, while Kahoot yielded significant differences on scores of achievement test in favor treatment group, no significant difference between the scores of the worksheet. It has been found that the formative evaluation activities conducted with Kahoot facilitates the learning process and make it fun

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