The Evaluation of the Effect of a Newly Designed Computer Game on 7th Grade Students’ Motivation Towards Science and Aggression

Abstract

In this study, it is aimed to design a computer game for the 7th grade Science lesson and evaluate the effect of the computer game on students' motivation and aggression. The quasi-experimental method has been selected as a quantitative method of research. The study group of the research is comprised of 444 7th grade students in total studying in 7 different schools chosen from each region of Turkey. In this context, while there is no interference in one of the two 7th grade classrooms from each school, the other is sustained with a computer game as an additional material to the teaching process. The application proceeded through 2014-2015 academic year. Motivation towards Science and aggression scale have been applied to all groups three times; at the beginning of the first term, at the beginning of the second term and at the end of the second term. As a result of the research, the computer game is found to generate a meaningful difference on behalf of the experimental group and to have no effect on aggression. Computer games meet the deficiencies of a conventional educational system by promoting learning via games and creating an engaging atmosphere helping students increase their motivation.

The Effect of Educational Games on Learning Outcomes, Student Motivation, Engagement and Satisfaction

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The Impacts of Teacher’s Efficacy and Motivation on Student’s Academic Achievement in Science Education among Secondary and High School Students

“…The students' performance and interest in science subjects have been related to several contextual, emotional and motivational factors, including volume of the subjects, workload, students' task orientation and personal abilities, instructional design and materials for effective teaching, teacher's efficacy and teaching skills, students' motivation and personality, class size, etc. (Abbasi et al, 2018;Ale, 1989;Armstrong, 2009;Bietenbeck, 2011;Ehrenberg, Brewer, Gamoran, & Willms, 2001;Harris & Sass, 2008;Kirillova et al, 2017;Kwon, 2016;Odogwu, 1994;Ohuche, 1978;Rus, Radu & Vanvu, 2016;Say & Bag, 2017;Shcherbakov et al, 2017;Wang & Hsieh, 2015).…”

The Effect of Educational Game, Reading-Writing-Game, and Reading-Writing-Application Methods on Eliminating Learning Problems

“…(Anderson, 2008;Aymen Peker, 2018;Çelik, 2017;Dowling, 2012;Koka, 2018;Yıldırım, 2012). Bu araştırmanın sonuçları, 5. sınıf öğrencilerinin başarıları üzerinde eğitsel oyunların etkisinin olmadığını belirten araştırmalar ile ters düşmektedir (Neimeyer, 2006;Zheng, 2012 (Baisa, 2009;Bressler, 2014;Nunes, Soares & Catarino, 2018;Reynolds-Perez, 2017;Rouse, 2013;Say & Bağ, 2017;Toprac, 2008;Yıldız, Şimşek, & Aras, 2016). (Alıcı, 2016;Arıcı, 2017;Canbay, 2012;Gürpınar, 2017;Koka, 2018;, işbirlikli öğrenmenin (Arslan, 2016;Ballıel, 2014;Çalıklar, 2015;Kılınç, 2014) ve işbirlikli öğrenme ile eğitsel oyunların birlikte kullanılmasının (Yıldız, Şimşek & Ağdaş, 2018) farklı örneklem gruplarında bilgilerin kalıcılığı üzerinde etkili olduğunu belirten alandaki diğer araştırma sonuçları ile uyumludur.…”