Özel Yetenekli Öğrencilerin Oyunlatırma Sürecinde Tercih Ettikleri Oyuncu Tiplerinin Çeşitli Değişkenlere Göre İncelenmesi

Bu araştırmada özel yetenekli öğrencilerin oyunlaştırma sürecinde oyuncu/kullanıcı tiplerini çeşitli değişkenler açısından tespit edilmesi amaçlanmıştır. Tarama modellerinden genel tarama modelinin kullanıldığı bu araştırmanın çalışma grubunu 2018-2019 eğitim öğretim yılı İstanbul İlinde yer alan Bilim ve Sanat Merkezinde öğrenim gören 202 Özel Yetenekli Öğrenciler oluşturmaktadır. AraştırmadaTondello ve diğerleri (2016) tarafından hazırlanan ve Akgün ve Topal (2018) tarafından Türkçeye uyarlanan “Oyunlaştırma için Oyuncu Tipleri Ölçeği” kullanılmıştır. Araştırmada elde edilen bulgular doğrultusunda özel yetenekli kız öğrencilerin oyunlaştırma sürecinde en çok başaranlar tipini seçtikleri tespit edilmiştir. Bununla birlikte özel yetenekli kız öğrencilerin sosyalleşenler ve özgür ruhlar tipini diğer oyuncu tiplerine oranla daha çok tercih ettikleri sonucuna verilmiştir. Ayrıca elde edilen bulgular doğrultusunda özel yetenekli erkek öğrencilerinde özel yetenekli kız öğrenciler gibi oyunlaştırma sürecinde başaranlar stilini tercih ettikleri ve aynı zamanda sosyalleşenler ile özgür ruhlar stilini tipini tercih ettikleri sonucuna varılmıştır. Araştırmaya katılan 10 , 11, 12 ve 13 yaşındaki özel yetenekli öğrencilerin en çok başaranlar tipini seçtikleri tespit edilmiştir.

Examination of Player Types of Gifted Students According to Various Variables

In this research, it is aimed to determine the player/user types in terms of various variables in the gamification process of the gifted students.The study group of this study, which uses the general screening model from the screening models, consists of 202 specially gifted students who study at the Science and Art Center in Istanbul in the 2018-2019 academic year. The research used the “Gamification User Types Hexad Scale”, which was prepared by katondello and others (2016) and adapted to Turkish by Akgün and Topal (2018). In line with the findings obtained in the research, it was determined that female students with special abilities chose the most “Achiever” type in the gamification process. However, it has been concluded that specially talented female students prefer the “socializer” and “free spirits” type more than the other player types. Furthermore, it was concluded that special gifted male students prefer the style of those who succeed in the process of playmaking, such as special gifted female students, and at the same time prefer the style of socializer and free spirits. Specially gifted students aged 10 , 11, 12 and 13 who took part in the study were found to choose the type that achiever the most.

PDF

___

Akgün, Ö. E., & Topal, M. (2018). Adaptation of the gamification user types hexad scale into Turkish. International Journal, 5(3), 389-402.
Baker, Jean A. “Everyday stressors of academically gifted adolescents.” Journal of Secondary Gifted Education, 7, (1996): 356-368
Chen, C. H. (2018). The impacts of peer competition-based science gameplay on conceptual knowledge, intrinsic motivation, and learning behavioral patterns. Educational Technology Research and Development, 67(1), 179-198.
Çağlar, D. (2004). Üstün zekâlı çocukların özellikleri. M. R. Şirin, A. Kulaksızoğlu, A. E. Bilgili, (Ed.), Üstün yetenekli çocuklar seçilmiş makaleler kitabı. İstanbul: Çocuk Vakfı Yayınları.
De Barba, P. G., Kennedy, G. E., & Ainley, M. D. (2016). The role of students' motivation and participation in predicting performance in a MOOC. Journal of Computer Assisted Learning, 32(3), 218-231
Deterding, S., Dixon, D., Khaled, R. ve Nacke, L. (2011). From game design elements to gamefulness: defining gamification. 15th International Academic MindTrek Conference: Envisioning Future Media Environments (s. 9-15). Tampere, Finland.
Domínguez, A., Saenz-de-Navarrete, J., de-Marcos, L., Fernández-Sanz, L., Pagés, C., ve Martínez-Herráiz, J.-J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63, 380-392.
Ekşi, H. (2003). Temel insani değerlerin kazandırılmasında bir yaklaşım: karakter eğitimi programları. Değerler Eğitimi Dergisi, 1(1), 79-96.
Kapp, K. M. (2012). The gamification of learning and instruction: game-based methods and strategies for training and education. San Francisco, CA: John Wiley and Sons.
Karasar, N. (2005) Bilimsel Araştırma Yöntemi, Ankara: Nobel
Karataş, E. (2014). Eğitimde oyunlaştırma: Araştırma eğilimleri. Journal of Kirsehir Education Faculty (KEFAD), 15(2), 315-333.
Kline, Bruce E. ve Elizabeth B. Short. "Changes in emotional resilience: Gifted adolescent girls". Roeper Review, 13, (1991): 184-187.
Kramer, H. J.(1988) Anxiety. Perfectionism and Attributions for Failure in Gifted and Non- gifted Junior High School Students. Dissertation Abstracts International, 48. 3077A.
Lister, M. (2015). Gamification: The effect on student motivation and performance at the post-secondary level. Issues and Trends in Educational Technology, 3(2), 566-577. doi:10.2458/azu_itet_v3i2_Lister
Logan, J. W., Lundberg, O. H., Roth, L., & Walsh, K. R. (2017). The Effect of Individual Motivation and Cognitive Ability on Student Performance Outcomes in a Distance Education Environment. Journal of Learning in Higher Education, 13(1), 83-91
Lovecky, D. (1994). Identity development in gifted children: Moral sensitivity. Ro- eper Review, 20(2), 90–95.
Marczewski, A. (2015). User types. In even ninja monkeys like to play: Gamification, game thinking and motivational design (1st ed., pp. 65-80). CreateSpace Independent Publishing Platform
Moran, S. & Gardner, H. (2006). Extraordinary achievements: A developmental and systems analysis. D. Kuhn, R. Siegler, W. Damon, R. Lerner (Ed.), Hand- book of child psychology. Volume 2 (6th ed.) (905–949).
Hoboken, NJ: J. Wiley and Sons. Orji, R., Mandryk, R. L., Vassileva, J., & Gerling, K. M. (2013, April). Tailoring persuasive health games to gamer type. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (pp. 2467-2476). Paris, France.
Pilkington, C. (2018). A Playful Approach to Fostering Motivation in a Distance Education Computer Programming Course: Behaviour Change and Student Perceptions. International Review of Research in Open and Distributed Learning, 19(3). https://doi.org/10.19173/irrodl.v19i3.3664
Piechowski, M.M. (1991). Emotional development and emotional giftedness. N. Colangelo , G.A. Davis (Ed.). Handbook of gifted education ( 285–306). Needham Heights, MA: Allyn and Bacon. Roberts, Shawn M. ve Suzanne B. Lovett. "Examining the “F” in gifted: Academically gifted adolescents’ physiological and affective responses to scholastic failure". Journal for the Education of the Gifted, 17, (1994): 241-259.
Roeper, A. (1990). Educating children for life: The modern learning community. Monroe, NY: Trillium.
Sak, U. (2010). Assessment of creativity: Focus on math and science. 12th ECHA Conference, Paris, France.
Schuler, P. A.(1997). “Characteristics and Perceptions of Perfectionism in Gifted Adolescents in a Rural School Environment”. Yayınlanmamış Doktora Tezi, University of Connecticut.
Silverman, L.K. (1994). The moral sensitivity of gifted children and the evolution of society. Roeper Review, 17(2), 110–117.
Tomlinson, C. A. (2009). Myth 8: The “patch-on” approach to prog- ramming is effective. Gifted Child Quarterly, 53, 254-256.
Tondello, G. F., Mora, A., Marczewski, A., & Nacke, L. E. (2018). Empirical Validation of the Gamification User Types Hexad Scale in English and Spanish. International Journal of Human-Computer Studies.
Uçar, H. & Kumtepe, A. T. (2018). Integrating Motivational Strategies into Massive Open Online Courses (MOOCs): The Application and Administration of the Motivation Design Model. In Administrative Leadership in Open and Distance Learning Programs (pp. 213-235). IGI Global
Van Roy, R., & Zaman, B. (2015). The inclusion or exclusion of teaching staff in a gamified system: an example of the need to personalize. In Workshop on Personalization in Serious and Persuasive Games and Gamified Interactions. London, UK.
Werbach, K., & Hunter, D. (2012). For the win: How game thinking can revolutionize your business. Philadelphia: Wharton Digital Press.
Zichermann, G., & Cunningham, C. (2011). Gamification by design: Implementing game mechanics in web and mobile apps. Sebastopol: O'Reilly Media, Inc.