Fatma BAYRAK, Pınar NUHOĞLU, Şeyma ÇAĞLAR ÖZHAN, Selay Arkün KOCADERE

HERKÜL’ÜN HİKÂYESİ: EĞİTSEL BİR OYUN GELİŞTİRME MODELİ ÖNERİSİ

Bu çalışmanın odağında, Searching for the Labours of Hercules (2014-1-TR01-KA201-01299) isimli Avrupa Birliği Erasmus+ projesi kapsamında üretilen, Herkül’ün 12 Görevi mitolojik hikâyesinin öğretimini desteklemeyi hedefleyen “Labours of Hercules” (LOH) mobil oyununun geliştirme süreci yer almaktadır. Araştırma, diğer modellerden farklı olarak hikâye temelli oyun geliştirme sürecini tasarım tabanlı araştırma yöntemi temel alınarak açımlamaktadır. Çalışmada eğitsel oyun modelleri incelenmiş, ardından araştırmacı günlükleri ve oyuna ilişkin dokümantasyondan yola çıkılarak oyun geliştirme süreci modellenmiştir. Model, oyun geliştirme sürecini ön analiz, analiz, tasarım ve geliştirme, uygulama olmak üzere dört ana basamakta ele almaktadır. Her basamak kendi içinde en az bir değerlendirme alt basamağını içermektedir. Sürekli güncellemenin olduğu ve sarmal bir yol izlenen geliştirme süreci hikâye, amaç, mücadele, etkileşim, dönüt ve kurallar gibi oyun bileşenlerinin doğrultusunda yapılandırılmıştır. Tasarım ve geliştirme olmak üzere iki ayrı takım süreçte belirli noktalarda bir araya gelerek çalışmış, öğrenme ve eğlenme dengesinin kurulmasında önemli olması nedeniyle takımların çalışmaları modele yansıtılmıştır.

STORY OF HERCULES: AN EDUCATIONAL GAME DEVELOPMENT MODEL PROPOSAL

The focus of this study is the development process of the “Labours of Hercules (LOH)” mobile game, which is one of the intellectual outputs of “Searching for the Labours of Hercules” EU Erasmus+ project and aims to support learning process of “Twelve Labours of Hercules” myth. This design based research explores the mobile game development process, which differentiates from the other models in terms of being story based. The development process of LOH is modeled based on researchers’ daily reports and game design documentation following the examination of educational game models. The model deals with the game development process in four main phases: preliminary analysis, analysis, design and development, and implementation. Each phase covers an evaluation sub-phase. The development process is structured by game components such as story, goals and objectives, challenges, interaction, feedback and rules through iterative design process. Design and development teams worked together at certain points in the process, and since their role were critical about considering balance between learning and entertainment, the teams’ works are mirrored in the model.

PDF

___

Akgün, E., Nuhoğlu, P., Tüzün, H., Kaya, G. ve Çınar, M. (2011). Bir eğitsel oyun tasarımı modelinin geliştirilmesi. Eğitim Teknolojisi Kuram ve Uygulama, 1(1), 41-61.
Akıllı, K.G. ve Çağıltay, K. (2006). An instructional design/development model for the creation of game-like learning environments: Fidge model. In M. Pivec (Ed.), Affective and Emotional Aspects of Human-Computer Interaction: Game-based and Innovative Learning Approaches (ss. 93-112). Amsterdam, Netherlands: IOS Press.
Amory, A. (2001). Building an educational adventure game: Theory, design and lessons. Journal of Interactive Learning Research, 129(2), 249-264.
Amory, A. (2007). Game object model version II: A theoretical framework for educational game development. Educational Technology Research and Development, 55(1), 51-77
Amory, A. ve Seagram, R. (2003). Educational game models: Conceptualization and evaluation. South African Journal of Higher Education, 17(2), 206-217.
Ariffin, M. M. (2013). GaD-eM: An Adaptive Game Design Model for Malaysian Higher Education (HE). International Journal of Scientific ve Engineering Research, 4(5), 100-103.
Aslan, S. ve Balci, O. (2015). GAMED: digital educational game development methodology. Simulation, 91(4), 307-319.
Barab, S., & Squire, K. (2004). Design-based research: Putting a stake in the ground. The Journal Of The Learning Sciences, 13 (1), 1–14.
Bressler, D. ve Bodzin, A. (2013). A mixed methods assessment of students’ flow experiences during a mobile augmented reality science game. Journal of Computer Assisted Learning, 29(6), 505-517.
Cai, L., Liu, F. ve Liang, Z. (2010). The Research and Application of Education Game Design Model in Teaching Chinese as a Foreign Language. Erişim tarihi: 05.08.2018, https://ieeexplore.ieee.org/document/5687919/.
Connolly, T. M., Boyle, E. A., MacArthur, E., Hainey, T. ve Boyle, J. M. (2012). A systematic literature review of empirical evidence on computer games and serious games. Computers ve Education, 59(2), 661-686.
De Freitas, S. (2006). Learning in immersive worlds: A review of game-based learning. Erişim tarihi: 05.08.2018, http://researchrepository.murdoch.edu.au/id/eprint/35774/1/gamingreport_v3.pdf.
Dondlinger, M. J. (2007). Educational video game design: A review of the literature. Journal of Applied Educational Technology, 4(1), 21-31.
Ebner, M. ve Holzinger, A. (2007). Successful implementation of user-centered game based learning in higher education: An example from civil engineering. Computers ve Education, 49(3), 873-890.
Facer, K., Joiner, R., Stanton, D., Reid, J., Hull, R. ve Kirk, D. (2004). Savannah: mobile gaming and learning?. Journal of Computer assisted learning, 20(6), 399-409.
Fan, K. K., Xiao, P. W. ve Su, C. H. (2015). The Effects of Learning Styles and Meaningful Learning on the Learning Achievement of Gamification Health Education Curriculum. Eurasia Journal of Mathematics, Science ve Technology Education, 11(5), 1211-1229.
Gartner (2013). Worldwide Video Game Market. Erişim tarihi: 25.09.2016, http://www.gartner.com/newsroom/id/2614915.
Gee, J. P. (2014), What video games have to teach us about learning and literacy. New York, NY: Palgrave Macmillan.
Hainey, T., Connolly, T. M., Boyle, E. A., Wilson, A. ve Razak, A. (2016). A systematic literature review of games-based learning empirical evidence in primary education. Computers ve Education, 102, 202-223.
Huang, Y. M. ve Huang, Y. M. (2015). A scaffolding strategy to develop handheld sensor-based vocabulary games for improving students’ learning motivation and performance. Educational Technology Research and Development, 63(5), 691-708.
Huizenga, J., Admiraal, W., Akkerman, S. ve Dam, G. (2009). Mobile game-based learning in secondary education: engagement, motivation and learning in a mobile city game. Journal of Computer Assisted Learning, 25(4), 332-344.
Kiili, K. (2005). Digital game-based learning: Towards an experiential gaming model. The Internet and Higher Education, 8, 13–24.
Liao, C. C., Chen, Z. H., Cheng, H. N., Chen, F. C. ve Chan, T. W. (2011). My-Mini- Pet: a handheld pet-nurturing game to engage students in arithmetic practices. Journal of Computer Assisted Learning, 27(1), 76-89.
Malone, T. W. (1980). What makes things fun to learn? Heuristics for designing instructional computer games. Proceedings of the 3rd ACM SIGSMALL (ss. 162-169). California, USA:ACM.
Malone, T. W. ve Lepper, M. R. (1987). Making learning fun: A taxonomy of intrinsic motivations for learning. Aptitude, Learning, and Instruction, 3(19), 223-253.
Maragos, K. ve Grigoriadou, M. (2007). Designing an educational online multiplayer. Erişim tarihi: 05.08.2018, http://www.mattikariluoma.com/files/the_design_of_multiplayer_simulations_in_onli ne_game-based_learning.pdf.
McKenney, S., & Reeves, T. C. (2012). Conducting Educational Design Research: Routledge.
McMahon, M. (2009). Using the DODDEL model to teach serious game design to novice designers. Erişim tarihi: 05.08.2018, http://www.ascilite.org.au/conferences/auckland09/procs/mcmahon.pdf .
Newton, R. (2012). Adım adım proje yönetimi. Optimist Yayım Dağıtım :İstanbul.
Oblinger, D. (2004). The next generation of educational engagement. Journal of interactive media in education, 2004(1), 1-18.
Papastergiou, M. (2009). Digital game-based learning in high school computer science education: Impact on educational effectiveness and student motivation. Computers ve Education, 52(1), 1-12.
Prensky, M. (2001). Fun, play and games: What makes games engaging. Digital game-based learning. New York: McGraw-Hill.
Prensky, M. (2004). Use their tools! Speak their language. Erişim Tarihi: 05.08.2018, http://www.marcprensky.com/writing/Prensky- Use_Their_Tools_Speak_Their_Language.pdf?origin=publication_detail
Rouse, R. (2010). Game design: Theory and practice. US: Wordwire Publishing.
Sánchez, J. ve Olivares, R. (2011). Problem solving and collaboration using mobile serious games. Computers ve Education, 57(3), 1943-1952. 
Schwabe, G. ve Göth, C. (2005). Mobile learning with a mobile game: design and motivational effects. Journal of Computer Assisted Learning, 21(3), 204-216.
Schmitz, B., Schuffelen, P., Kreijns, K., Klemke, R. ve Specht, M. (2015). Putting yourself in someone else's shoes: The impact of a location-based, collaborative role-playing game on behaviour. Computers ve Education, 85, 160-169.
Schmitz, B., Klemke, R., Walhout, J. ve Specht, M. (2015). Attuning a mobile simulation game for school children using a design-based research approach. Computers ve Education, 81, 35-48.
Song, M. ve Zhang, S. (2008, Haziran). EFM: A model for educational game design. International Conference on Technologies for E-Learning and Digital Entertainment (ss. 509-517). Berlin, Heidelberg: Springer.
Sourmelis, T., Ioannou, A. ve Zaphiris, P. (2017). Massively Multiplayer Online Role Playing Games (MMORPGs) and the 21st century skills: A comprehensive research review from 2010 to 2016. Computers in Human Behavior, 67, 41-48.
Tüzün, H., Yılmaz-Soylu, M., Karakuş, T., İnal, Y. ve Kızılkaya, G. (2009). The effects of computer games on primary school students’ achievement and motivation in geography learning. Computers ve Education, 52(1), 68-77.
Wang, F., & Hannafin, M. (2005). Design-based research and technology-enhanced learning environments. Educational Technology Research and Development, 53(4), 5-23. doi: 10.1007/BF02504682
Waraich, A. (2004). Using narrative as a motivating device to teach binary arithmetic and logic gates. 9th annual SIGCSE Conference on Innovation and Technology in Computer Science Education, Leeds, United Kingdom.
Weitze, C. L. ve Ørngreen, R. (2012). Concept Model for designing engaging and motivating games for learning. Erişim tarihi: 05.08.2018, http://meaningfulplay.msu.edu/proceedings2012/mp2012_submission_148.pdf.
Wong, L.-H., Hsu, C.-K., Sun, J. ve Boticki, I. (2013). How exible grouping affects the collaborative patterns in a mobile-assisted Chinese character learning game? Journal of Educational Technology ve Society, 16(2), 174-187. 
Zin, N. A. M., Yue, W. S. ve Jaafar, A. (2009). Digital game-based learning (DGBL) model and development methodology for teaching history. WSEAS Transactions on Computers, 8(2), 322-333.