Digital Educational Game Usage Scale: Adapting to Turkish, Validity and Reliability Study

Sarıgöz, Okan; Bolat, Yavuz; Alkan, Selçuk

doi:10.5430/wje.v8n5p130

Cited by 9 publications

(6 citation statements)

References 28 publications

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“…In this study, it was aimed to evaluate the use of educational digital games by teacher candidates. In this context, to serve the purpose; It was used as a data collection tool from the scale adapted to Turkish by Sarıgöz, Bolat, Alkan developed [13] by Bonanno and Kommers. The scale consists of 21 items.…”

Section: Methodsmentioning

confidence: 99%

Teacher candidates’ state of using digital educational games

Alkan¹,

Mertol

2019

IJERE

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<p>The rapidly developing information technologies of our age offer new opportunities in every aspect of our lives. The use of information technologies in educational environments is an important element in creating enriched learning environments. Educational digital games used in teaching-learning environments help students to develop motivation, problem-solving, strategy development skills and creativity. The purpose of this research was to determine the teacher candidates’ state of using digital educational games. The study group of the research consisted of 4th-grade teacher candidates who are studying in the social sciences and classroom teaching departments of Süleyman Demirel University during the 2018/2019 academic year. It has been found that men teacher candidates were more positive than women teacher candidates. Teacher candidates studying social sciences were more positive than those studying classroom teaching. Although teacher candidates were concerned about using educational digital games, they were eager to use these games.</p>

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Section: Methodsmentioning

confidence: 99%

Teacher candidates’ state of using digital educational games

Alkan¹,

Mertol

2019

IJERE

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“…Digital Educational Game Perception Scale developed by Sarıgoz et al (2018) was used in this study. "Exploratory and confirmatory factor analyses revealed that the scale had four dimensions.…”

Section: 1data Collection Toolmentioning

confidence: 99%

“…In item total correlation calculation of the scale it was observed that all the items were above .40, item factor loads varied between .51 and .68, Cronbach Alpha internal consistency coefficient was .78 and test retest correlation was .88. Significant relations were in the calculations regarding the correlation analyses of the scale" (Sarıgoz et al, 2018).…”

Section: 1data Collection Toolmentioning

confidence: 99%

Examination of prospective teachers' levels of using digital educational games

Kapıdere

2021

CJES

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With the rapid development of technology, digital games have become an important part of the educational process. The purpose of this study was to investigate digital educational game usage behaviour in terms of demographic variables. The model of this study is a factorial pattern among multi-variant patterns that aim to reveal the effects of multiple independent variables together. In this study, prospective teachers’ digital educational game perceptions were considered as independent factorial patterns to observe the differences between gender, class level, education program, playing digital games and duration independent variable categories. The study group of the research consists of 230 teacher candidates who continue their education at Inonu University Faculty of Education. Digital Educational Game Perception Scale was used in this study. Perceptive awareness and perceptive control behaviors of male students are higher than female students. Prospective teachers playing digital games have higher levels of emotional dimension, perceptive awareness, perceptive control behavior and behavioral dimension. When the playing time is taken into account, the emotional dimension and perceptive awareness levels of those who play games for more than 10 hours are higher. The research can then be expanded by the other researcher or the other by obtaining qualitative opinions. Keywords: Digital Games; Digital Educational Games; Digital Games Using; Prospective Teachers

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“…The affective components are the feelings of fear, hesitation and irritability before and during the play. Students' willingness or unwillingness to play games are also behavioral components (Sarıgöz, Bolat & Alkan, 2018). Making positive contributions to students' perceived control and benefit, affective and behavioral components with the help of digital games can help shape students' emotions and behaviors.…”

Section: Introductionmentioning

confidence: 99%

“…Making positive contributions to students' perceived control and benefit, affective and behavioral components with the help of digital games can help shape students' emotions and behaviors. In fact, it is aimed to provide emotional and behavioral participation in the games and to satisfy the students by entertaining them (Sarıgöz, Bolat & Alkan, 2018). The positive development of students' emotions and behaviors with digital games makes significant contributions to many different variables for lessons.…”

Section: Introductionmentioning

confidence: 99%

The Effects of Digital Game-Based Learning in Technology-Oriented Course: A Case Study in the Biochemistry Department

Gunduzalp

2024

JESEH

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This study was done to find out what students thought about the variables of perceived control, perceived learning, perceived benefit, interest, motivation, affective components, attitude, behavioral components, and learning experience when using digital games in information and communication technologies courses. As a case study, the study was created. 30 students from the biochemistry department made up the study's research group. The tool for gathering data was a semi-structured interview form. Data analysis was done using the content analysis method. When the study's results were discussed, students claimed that playing digital games improved their perceptions of their level of control, interest in the subject, motivation, perceived value of the course, learning experiences, and learning facilitation. Students also mentioned that they felt a variety of positive emotions while using digital games, that they wanted to play them constantly and willingly, and that their attitudes had improved. To increase and enhance students' interest in the course, motivation, positive attitudes and emotions, desire, and learning experiences, digital games can be used in technology-focused courses.

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Digital Educational Game Usage Scale: Adapting to Turkish, Validity and Reliability Study

Cited by 9 publications

References 28 publications

Teacher candidates’ state of using digital educational games

Teacher candidates’ state of using digital educational games

Examination of prospective teachers' levels of using digital educational games

The Effects of Digital Game-Based Learning in Technology-Oriented Course: A Case Study in the Biochemistry Department

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