Öğretimsel Bilgisayar Oyunlarının Temel Aritmetik İşlem Becerilerinin Gelişimine Etkisi

Bu çalışmanın amacı, öğretimsel bilgisayar oyunlarının temel aritmetik işlem becerilerinin gelişimine etkisini ortaya koymaktır. Kontrol grupsuz ön test – son test modeline göre yürütülen bu çalışma 4. ve 5. sınıf düzeylerindeki toplam 46 öğrenci ile gerçekleştirilmiştir. Uygulamada İnternet üzerinden ulaşılan matematiksel bir oyun kullanılmıştır. Oyunun, temel aritmetik işlem becerilerinin gelişimine etkisi açısından sınıf düzeyleri arasında ve cinsiyetler arasında fark oluşturup oluşturmadığına bakılmıştır. Öğrencilerin, uygulamadan önce ve uygulamadan sonra verilen ön – son testlerdeki yanıtlarının niteliğindeki değişim ortaya konulmuştur. Öğretimsel bilgisayar oyununu oynayan öğrencilerin oyunun motive ediciliğine ve oyundan öğrenmeye ilişkin görüşler belirlenmiştir.

The Effect of Educational Computer Games on the Development of Basic Arithmetical Operation Skills

The purpose of this study is to see the effect of instructional computer games on the development of basic arithmetical operation skills. This study was designed according to Pretest –Posttest without Control Group Model, is realized with 46 student consist of 4th and 5th grade. The mathematical game which was available Internet was chosen for application. It is examined if the game shows difference between the grades and genders in term of effect on the development of basic arithmetical operation skills. The variation at the characteristics of answers of Pretest and Posttest that are given to students before and after the experiment, is put forwarded. The opinion of pupils, who has played the instructional computer games, is inquired to find out the motivation elements and learning achievements of instructional computer games.

PDF

___

Bacon, S., Faust, R., Guerena, M. ve McDowell, D. Motivational ıssues. Retrieved June 13, 2004 from http://www.grossmont.k12.ca.us/mcdowell/670/immigration.
Chu, K. C. (2004). Gender reactions to games for learning among fifth and eighth graders, Michigan State University, IL, yayınlanmamış yüksek lisans tezi.
Clemens, R. (2002). Video games – the necessity of incorporating video games as part of constructivist learning by Obe Hostetter. Retrieved June 12, 2004 from http://www.game ressearch.com/art_games_contructivist.asp.
Çağıltay, K., Hotamaroğlu, A. ve Durdu, P. O. (2004). Türkiye’deki öğrencilerin bilgisayar oyunu oynama alışkanlıkları ve oyun tercihleri: ODTÜ ve Gazi Üniversitesi öğrencileri arasında bir karşılaştırma. Bilişim Teknolojileri Işığında Eğitim 2004. 97-101.
Erdoğan İ. ve Alemdar, K. (2002). Öteki Kuram: Kitle iletişimine yaklaşımların tarihsel ve eleştirel bir değerlendirilmesi. Ankara: Pozitif Matbaacılık.
Facer, K. (2004). Computer games and learning. NESTA Futurelab – reasearch (discussion papers), Retreived June 13, 2004 from www.nestafuturelab.org/discuss/02discuss01.htm.
Garris, R., Ahlers, R. ve Driskell, J.E. (2002). Games, motivations, and learning: A research and practice model. Simulation & Gaming, 33(4), 441-467.
Griffin, E. (2000) A first look at communication theory. Boston: McGraw-Hill.
Grow, G. (1996). A cognitive model of learning. Retreived October 29, 2004 from http://www.longleaf.net/ggrow/StrategicReader/StratModel.html.
Hazar, M. (1996). Beden eğitimi ve sporda oyunla eğitim. Ankara: Tutibay Yayınları.
Jean, J. D., Upitis, R., Koch, C. and Young, J. (1999). The story of phoenix quest: how girls respond to a prototype language and mathematics computer game [Electronic version]. Gender and Education, 11, 207-223.
Joanneum, F.H. (2002). Game based learning in universities and lifelong learning. Deliveriable 1.2: Conceptual design. Retreived June 5, 2004 from www.unigame.net/html/case_studies/D2.pdf.
Malone, T. W. (1980). What makes things fun to learn? A study of intrinsically motivating computer games. California: Palo Alto Research Center.
Prensky, M. (2001). Fun, play and games: What makes games engaging [Electronic version]. Digital game-based learning.
Prensky, M. (2002). What kids learn that’s positive from playing video games. Retreived June 10, 2004 from http://www.marcprensky.com/writing/Prensky%20%20What%20Kids%20Learn%20Thats%20POSITIVE%20From%20Playing%20Video%20Games.pdf.
Roberson, M. S. (2004). Video games as an educational tools. Retreived June 13, 2004 from http://www-2.cs.cmu.edu/~smrobert/tucson/~WRL0004.tmp.
Severin, W. J. ve Tankard, J. W. (1992). Communication theories: Origins, methods, and uses in the mass media. London: Longman Group Ltd.
Purdue University, 2004; Purdue Universty (2004). Curiosity and motivating, Retreived October 31, 2004 from http://education.calumet.purdue.edu/Vockell/EdPsyBook/Edpsy5/Edpsy5_curiosity.htm.