EĞİTSEL OYUNLARDA ÜSTBİLİŞ STRATEJİLERİ(*): BİR LİTERATÜR ARAŞTIRMASI

Eğitsel oyunlarla öğrenme ve öğretim etkinlikleri eğitimsel senaryolarda pek çok engelle karşılaşsa da, eğitsel oyunların eğitimi kısıtlı bir sürede bir adım daha ileriye götürmesi potansiyeli gözardı edilemez. Bugünkü eğitsel oyunlar yansıma ve gerekli becerilerin geliştirilebilmesi için yeterli fırsatı vermemekte ve düşük düzeyde öğrenme çıktıları ile değerlendirilmektedir. Bu yüzden üstbiliş eğitimi ya da eğitsel oyunlarda üstbiliş kullanımı için oyun-temelli araştırmalara gereksinim duyulduğu gözlemlenmiştir. Bilgisayar-temelli üstbiliş stratejilerini içeren araştırma çalışmalarının azlığı ve bu çalışmalarda kesin genellemeden çok bireysel durum çalışmaları şeklinde gerçekleştirildiği için bu alanda genel bir incelemenin gerekli olduğu kanısına varılmıştır. Bu araştırmanın amacı üstbiliş stratejilerinin eğitsel oyunlarda nasıl kullanıldığını ve oyun mekaniklerinin bu stratejileri oyunlara nasıl yerleştirdiğini anlamaktır. Araştırma modeli olarak literatür taramasına göre daha çok güncel konulara odaklı ve belli bir amaca hizmet edecek bir model olan literatür araştırması örnek alınmıştır. Bu modele dayanarak, eğitsel oyunlarda üstbiliş stratejilerinin kullanımını, bu kullanımın kavramsal kökenleri ve bunların öğrenme ve oyun mekaniklerinin tasarımına olan etkilerini irdeleyen bir araştırma yapılmıştır. İncelenen araştırmalar üstbiliş strateji kullanımına göre analiz edildiğinde modelleme, hatırlatma, yansıma ve izleme kategorileri ortaya çıkmıştır. En çok kullanılan üstbiliş stratejileri, yanlış düzeltme, güven geliştirme, yansıma ve problemleştirmedir. Bu bulgulara göre, oyun mekanikleri kullanılarak üstbiliş stratejilerinin nasıl kolaylaştırılacağına ilişkin öneriler ile gelecek araştırmalar için yönlendirmeler geliştirilmiştir.

Metacognitive Strategies in Serious Games: A Literature Survey

The practice of teaching and learning with games presents many obstacles in the educational scenarios while the potential of games to take education one step further in limited time cannot be ignored. Today’s educational games fail to offer sufficient opportunities for reflection, as well as usage of skills, and they are assessed with lower levels of learning. That is why, need for games-based research is observed for teaching metacognitive skills or using metacognitive skills to teach with serious games. Due to the scarcity of computer-based research studies involving metacognitive support and the fact that these studies exist as case studies rather than generalizations, it is decided that a thorough examination in this field is necessary. The aim of this study is to understand how metacognitive strategies are used for learning in serious games and how they are accommodated by game mechanics. As a model of research, for this purpose, a literature survey, which is more focused on contemporary topics than literature review and which serves a predefined purpose is used. With this model, the usage of metacognitive strategies in serious games, the conceptual origin of this usage affecting both learning and design of game mechanics are examined and evaluated. The categorization of research according to the metacognitive strategy used are modeling, prompting, reflection and monitoring. Most used metacognitive strategies in these studies are found to be error correction, confidence building, reflection, problematization. According to these findings, suggestions on how to accommodate metacognitive strategies in games using game mechanics and directions for further studies are developed.

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