Effects of the Gamification Supported Flipped Classroom Model on the Attitudes and Opinions Regarding Game-Coding Education

Abstract

Abstract-The aim of this study is to determine the opinions of teacher candidate students regarding the application and their attitudes towards coding by conducting a Project Development course with the gamification supported flipped classroom approach during the coding period. Quantitative and qualitative methods were used together in this study, which aims to determine the attitudes and opinions of students regarding coding in a gamification supported flipped classrooms over a period of 14 weeks. In the qualitative dimension of the study, pre-test and post-test were applied as attitude measures to assess the students' attitudes towards coding. Furthermore, in the quantitative dimension, semi-structured interview forms and interviews were held in order to obtain more in-depth information. This study was conducted with 35 classroom students who were taking the Project Development course in Computer and Instruction Technology Teaching Departments at Near East University, of whom 3 were female and 32 were male. The results show that the vast majority of teacher candidates were satisfied with the activities implemented through the gamification supported flipped classroom and there were all increases in their motivation and in-class competition. Keywords-gamification, flipped classroom, game, coding, attitudes IntroductionIn addition to the development of technology, there have been significant changes in many fields, with new trends observed in education in particular. The most significant difference this development has caused is related to students' learning models in schools. As learning approaches are traditionally teacher-centered, they prevent the new trends and approaches being incorporated in education. As the main source of changes in learning approaches in education, the technology is now being used in education due to its simplicity and the availability of materials during the learning phase [1-24-28]. Furthermore, in terms of the needs that have arisen as a result of technological development, such as media literacy, information literacy and technology literacy, it is necessary for students to use and follow the new trends in technology in order to meet these needs [3][4][5]. Current studies have shown that the teaching of iJET

Use of Digital Games in Writing Education: An Action Research on Gamification

“…Associating digital gamification with the writing process provides an active classroom environment and improves creativity (Hibbard, 2015). It encourages students to be open to innovation (Cahyani, 2016); develops problemsolving skills (Gee, 2013;Kapp, 2012;Kayalı & Yilmaz, 2017;Ozer, Kanbul, & Ozdamli, 2018;Urh, Vukovic, & Jereb, 2015); supports collaborative learning (Buchinger & da SilvaHounsell, 2018;Halloluwa et al, 2018;Sánchez-Martín, Cañada-Cañadave ,& Dávila-Acedo, 2017). In addition, the students are motivated to write (Gee, 2008;Kingsley & Grabner-Hagen, 2015;Lam, Hew, & Chiu, 2018;Olson, 2010;Ozer, Kanbul, & Ozdamli, 2018).…”

Analysis of the Documents Published in the Web of Science Database on Teachers' Gamification Method: A Content Analysis

“…Traditional schooling is perceived as ineffective and boring by many students. While teachers continuously seek novel instructional approaches, it is largely agreed that today's schools face major problems around student motivation and engagement [7] [8] [9] [33].…”

“…Recently, many applications have begun to be developed with the advancement in the technology. In order to increase the effectiveness of these applications in education, mobile applications suitable for gamification method have become a contemporary issue [16] [32].…”

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