Oyunlaştırma ve Oyun Tabanlı Öğrenme Yaklaşımlarında Dijital Oyuncu Tipolojileri: Bir Meta-Sentez

Teknolojik ilerlemelerin etkisiyle eğitim sistemlerinde bireysel farklılıklara göre eğitim uygulamaları önemli hale gelmektedir. Öğrenenler çevrelerini saran teknoloji yapılarıyla büyümekte, bunun sonucunda görsellik, kullanım kolaylığı, oyunsallık, hızlı düşünme ve hareket etme becerilerine dayalı öğrenme süreçleri talep etmektedir. Bu taleplere uygun öğrenme yaklaşımlarından ikisi oyunlaştırma ve oyun tabanlı öğrenmedir. Bu çalışma, oyun odaklı yaklaşımlarda, bir bireysel farklılık olarak, oyuncu tiplerini inceleyen kavram odaklı bir meta-sentez çalışmasıdır. Oyuncu tipolojilerini inceleyen çalışmalar, kullandıkları yöntem, oyun ortamları ve içeriksel bakış açıları bağlamlarında incelenmiştir. İçerik analizi sonucunda oyuncu tipolojilerine ait 9 farklı tematik bileşene ulaşılmıştır. Çalışma sonucunda, oyun temelli eğitsel süreçlerde oyuncu tipolojilerinin öğrenmede yeni bir bireysel farklılık ölçütü olarak kullanılabileceğine ulaşılmıştır. Bununla beraber, diğer araştırmacıların belirlediği oyuncu tipolojilerinin, her ortam ve uygulama için uygun olmayabileceği düşüncesi öne çıkmıştır. Çalışma sonunda, kültürel bağlamlardan yüksek oranda etkilenebilen oyun merkezli yaklaşımların, öğrenme ortamlarında kullanılabilmesi için öğrenme topluluğuna ilişkin kültürel özelliklerin de dikkate alınması gerektiği sonucuna ulaşılmıştır.

Digital Player Typologies in Gamification and Game-Based Learning Approaches: A Meta-Synthesis

Educational practices based on individual differences have become moresignificant as a result of technological advances. Learners today, demand learningprocesses which contain visual stimuli, ease of use, fast thinking and movementand playful activities. The two of such learning approaches are gamification andgame-based learning. This research is a concept-centric meta-synthesis studyexamining player types as an individual difference in playful learningenvironments. In this research, the studies which analysed the typology of players,are examined in terms of methods used, game environments and contextual aspectsContent analysis revealed the common points and 9 different thematic componentsin relation to general player typology were identified. According to study, it isconcluded that, player typologies can be used as an individual difference criterionin the game-based educational processes. It is also recognized that playertypologies identified by different researchers may not be eligible for all settingsand practices. Given that game-based approaches are highly affected from culturalcontext, cultural characteristics of community of learners should be taken intoconsideration if these approaches to be employed in learning environments.

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