The effect of modelling, collaborative and game-based learning on the geometry success of third-grade students

Çelik, Halil Coşkun

doi:10.1007/s10639-019-09983-3

Cited by 11 publications

(12 citation statements)

References 11 publications

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“…These situations will likely enhance the players' engagement and participation in the lessons (Borit & Stangvaltaite-Mouhat, 2020). Likewise, Celik (2020) suggests that incorporating the game method into non-game contexts has increased students' willingness to learn, making education more permanent. Other studies have shown that GBL with high levels of engagement leads to positive student attitudes, behaviour, and retention in an enjoyable learning environment (Janakiraman et al, 2021;Xu et al, 2021).…”

Section: Game-based Learningmentioning

confidence: 99%

Enhancing Flipped Classroom with BeeMSee Board Game

Muhammad¹,

Ghani²,

Roslan³

et al. 2022

IJARBSS

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Business Model Canvas (BMC) is an essential topic in Fundamentals of Entrepreneurship. Most students face difficulties in learning BMC because of their lack of conceptual understanding of nine boxes in BMC: customer segments, value propositions, channels, customer relationships, revenue streams, key resources, key activities, key partnerships, and cost structure. To minimise the difficulties, this innovation has introduced BeeMsee as an educational board game for teaching and learning BMC topics in flipped classroom approach. The main objective of this innovation is to provide students with learning materials that increase their understanding and motivation of BMC through a game-based learning approach. This BeeMSee board game is built based on activity theory to provide both fun and learning by facilitating the learning of BMC. It consists of a board, tokens, money, and two types of cards. This innovative BeeMSee board game enables effective collaboration among students, allowing them to contextualise learning within their learning experience and increase their enjoyment simultaneously. It also cultivates students' creativity, critical thinking, communication, and personal and social competencies. They can also prepare questions for the lecturers before coming to the class. Hence, students had more time for discussion during the synchronous learning with the lecturer. This product has the potential to be patented and commercialised. It is aimed at university students and improving the general public's understanding of business decision-making.

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Section: Game-based Learningmentioning

confidence: 99%

Enhancing Flipped Classroom with BeeMSee Board Game

Muhammad¹,

Ghani²,

Roslan³

et al. 2022

IJARBSS

View full text Add to dashboard Cite

show abstract

“…But it is used widely in a real-life situation (Ç elik, 2020;Hwang et al, 2019). Therefore, the basix principles of the geometry should be gained in the early years of school education (Novita et al, 2018).…”

Section: Ecnu Review Of Educationmentioning

confidence: 99%

“…Geometry is one of the lessons students have difficulties in (Bhagat & Chang, 2015; Zhang, 2017). But it is used widely in a real-life situation (Çelik, 2020; Hwang et al, 2020). Therefore, the basic principles of the geometry should be gained in the early years of school education (Novita et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

An Examination of the Impact of Game-Based Geometric Shapes Education Software Usage on the Education of Students With Intellectual Disabilities

Demir

2020

ECNU Review of Education

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Purpose: This study aims to research the impact of the e-learning environment, in which game-based education software was used, on the learning of students with intellectual disabilities. Design/Approach/Methods: The study group consisted of 34 students with intellectual disabilities studying at a special education vocational school in Çanakkale, Turkey. In this study, the true experimental method was used. For 5 weeks, the experimental group received blended learning that was supported by the usage of a game-based education software designed by the researcher which includes interactive educational game applications. At the same time, control group students only received the teaching process in the classroom with the traditional teaching method. A course attitude scale and an achievement test were used for data collection. Findings: The analysis of the findings showed that there was a significant increase between pre-course and post-course attitudes and academic achievement scores of the students. There wasn’t a significant difference between pre-course and post-course attitudes and academic achievement scores according to the gender and academic achievement scores. Males’ academic achievement and attitude post-test scores were higher than females’ scores. Students having upper daily mobile devices usage experience had higher post-test and academic achievement scores than students having lower daily mobile devices usage experience. Originality/Value: This article has the potential to construct a new practice example as a supplement for analyzing the game-based educational software usage on the education of students with intellectual disabilities. As a pilot study, it provides a good sample for further investigations.

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“…A variety of approaches to overcome this problem have been mentioned in the literature. One of the strategies proposed by a growing number of researchers is to reinforce students' motivation and improve attitudes by incorporating games and game programming into programming courses (Çelik, 2020;Kazimoglu, Kiernan, Bacon & Mackinnon, 2012;Yan, 2009). The rationale for this idea is to use a familiar and engaging context for students, allowing them to learn new concepts and arouse their curiosity through challenging them (Leutenegger & Edgington, 2007;Malliarakis, Satratzemi, & Xinogalos;Spires, Rowe, Mott, & Lester;Vassilev, 2015).…”

Section: Introductionmentioning

confidence: 99%

An Action Research Study on the Development of Object-Oriented Programming Course

Yıldırım

Özdener

2021

IJTES

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Computer games are effective instructional tools used in programming courses to increase students' motivation and engagement. This participatory action research aims to redesign the Object-Oriented Programming course in which the first author is both the instructor and researcher to make it more effective and efficient. In the first step of the action research, data were collected for the definition and solution of the problem through questionnaires and semi-structured interviews. After this step, an action plan was created, and the Object-Oriented Programming course was redesigned as part of the action plan. In line with the objectives of the action plan, The Karting Microgame Template, a game prototype prepared by Unity 3D, was integrated into the course, and students were expected to add various game components (bonus collection system, a scoring system, collision mechanisms, etc.) to this game prototype using C # programming language. After the action plan creation phase, an action plan was implemented. The implementation phase was conducted in the 2019-2020 spring semester with 29 post-secondary students enrolling in Computer Technology Department at a vocational college in Turkey. After the implementation phase, data were collected through the Object-Oriented Programming achievement test, student and researcher diaries, and focus group interviews on measuring this implementation's effectiveness. This paper describes the difficulties encountered during the study, the students' views on this implementation, and the researchers' experiences in this process.

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The effect of modelling, collaborative and game-based learning on the geometry success of third-grade students

Cited by 11 publications

References 11 publications

Enhancing Flipped Classroom with BeeMSee Board Game

Enhancing Flipped Classroom with BeeMSee Board Game

An Examination of the Impact of Game-Based Geometric Shapes Education Software Usage on the Education of Students With Intellectual Disabilities

An Action Research Study on the Development of Object-Oriented Programming Course

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