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

Bal, Mazhar

doi:10.30935/cet.590005

Cited by 31 publications

(28 citation statements)

References 48 publications

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“…These ndings support and build upon existing evidence of the previous research on character identi cation whereby students must identify their own identity and personality with similar roles and attributes of the character to order achieve deep identi cation. Furthermore, this study a rmed that imagination (Kusuma et al, 2018;Bal, 2019) is needed for gami cation which leverages on game design elements to create engagement and imagination (Kapp, 2012). This can be hypothesized that imagination is needed to assume deep identi cation (Cohen, 2006).…”

Section: Character Identi Cation In Uences Design Performancementioning

confidence: 84%

Learning to design through character identification using a gamification learning app: Effects of learning quests on students’ design behaviours and performance

Pek

Koh

2021

Preprint

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Character identification occurs when game players adopt the identities of game characters to different degrees. Character identification can enhance identity development and learning of young adolescents but how higher education students in professional programs develop character identification using a gamification learning mobile app and use it to support their learning of professional skills and development of professional identities have not been examined. This study describes the design of a character-based gamified learning quest to support the learning of design skills. Through 13 learning quests, 4 3 tertiary design and media students used the professional media roles and ‘power’ attributes of their chosen characters towards the design of an innovative media product. The study investigates the developed character identification for their professional. Content analysis of students’ video blog reflections indicated that more than half of them were able to establish deep identification with their chosen characters. Students who had deep identification enacted their character by actively ideating, prototyping and testing design ideas whereas those who had shallow or no identification largely focused on ideation. Regression analysis showed that deep character identification during design conceptualization predicted students’ design project scores. How the study findings can inform the practical applications of character-based gamification in higher education professional learning programs are discussed.

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Section: Character Identi Cation In Uences Design Performancementioning

confidence: 84%

Learning to design through character identification using a gamification learning app: Effects of learning quests on students’ design behaviours and performance

Pek

Koh

2021

Preprint

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“…The role of the educational digital games in teaching structures, vocabulary, punctuation, and grammar has been emphasized, which is studied in the knowledge-base. Becel (2013) and Bal (2019) suggest making use of digital games in the instruction of writing skills. Aşcı (2019b) has observed the increase in the students' success in the study on morphology teaching through educational digital games.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…The implications for the usage of electronic storybooks in Turkish courses and the number of these kinds of studies have raised recently (Özcan & Yavuz, 2020;Dayan & Girmen, 2018). Because of the e-storybooks used in Turkish courses, students' reading and listening skills, namely comprehension skills have been developed with an increase in their vocabulary, and also, their writing skills have been improved since they have the opportunity to recognize spelling and punctuation rules (Becel, 2013;Işık, 2013;Bal, 2019). Including audio components, the educational digital games develop students' listening and speaking skills.…”

Section: Educational Digital Games and Turkish Language Instructionmentioning

confidence: 99%

Turkish Teachers’ Views on Educational Digital Games

Mete¹

2021

IOJES

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Focusing on the evaluation of Turkish teachers' views on educational digital games, this study adopted a case study. Utilizing interviews, the purpose of the study is to understand Turkish teachers' perceptions as well as their views about educational digital games, and consequently, to evaluate not only the usages of these games in Turkish courses but also their contributions to the instruction. Hence, the study included ten Turkish teachers, who work in İzmir province and use the educational digital contents in their courses. Through the content analysis, the study revealed that Turkish teachers have considered digital educational games as necessary in Turkish courses. The teachers utilize these games to increase the students' motivations as well as academic achievements, to make the courses more appealing and efficient, and to enhance learning and the retention of learning while having fun at the same time. Vocabulary games such as word hunting, memory cards, and quiz shows are the educational digital games used widely by the teachers. The study discovered that these games are usually applied in the 5th and 6th grades. However, because of the high-stake test and the lack of appropriate educational digital games for the 8th graders, they are not preferred in the 8th grades. On the other hand, the problems related to these games are the insufficient ICT infrastructures at schools, the cost of the educational digital games, and insufficient digital educational games. Lastly, the study showed that the teachers do not regard themselves as competent enough to develop such games. Accordingly, the implications for further studies and improvements were suggested in the study.

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“…Tomando en cuenta la evidencia empírica (El Tantawi, Sadaf y AlHumaid, 2016;Lam, Hew y Chiu, 2018;Yavuz et al, 2020;Ibañez, 2015;Bal, 2019;Gallego y Ágredo, 2016;García, F., García, O. y Martín, 2018;Boulaid y Moubtassime, 2019), se puede sugerir que la gamificación funciona como una técnica de aprendizaje que facilita el desarrollo de la destreza de la escritura de una manera diferente y divertida, creando un camino que motiva a seguir con el uso de ésta.…”

Section: Efectos De La Gamificación En Aspectos Lingüísticos (Macro-s...unclassified

Gamificación y el desarrollo de la destreza de la escritura en estudiantes de inglés como lengua extranjera

González-Cabrera¹,

Castro-Villalobos

2022

IRJ

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La gamificación surgió como una estrategia de negocios; sin embargo, la evidencia empírica de su implementación en el campo educativo la ha validado como una técnica innovadora en diferentes ambientes de aprendizaje. Dentro de este contexto, este estudio examinó los efectos de la gamificación en el desarrollo de la destreza de la escritura en inglés como lengua extranjera en estudiantes de primer año de bachillerato. El diseño del estudio fue de corte cuantitativo, y estuvo basado en el análisis estadístico de los resultados de pruebas – basadas en actividades de escritura y calificadas a través de una rúbrica validada – aplicadas antes y después de una intervención de diez semanas, la misma que empleó como herramienta principal la plataforma Classcraft. Los resultados obtenidos demostraron que existió un avance estadísticamente significativo en el desarrollo de la mencionada macro-destreza en los participantes. Esta mejoría estuvo particularmente ligada a la adquisición de vocabulario, a la práctica de estructuras gramaticales y a la organización de ideas, además de aspectos motivacionales. Estos hallazgos contribuyen al cuerpo de evidencia empírica sobre el tema, y posicionan a la gamificación como una técnica activa cuya incorporación dentro del proceso de enseñanza-aprendizaje del inglés como lengua extranjera se sugiere.

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

Cited by 31 publications

References 48 publications

Learning to design through character identification using a gamification learning app: Effects of learning quests on students’ design behaviours and performance

Learning to design through character identification using a gamification learning app: Effects of learning quests on students’ design behaviours and performance

Turkish Teachers’ Views on Educational Digital Games

Gamificación y el desarrollo de la destreza de la escritura en estudiantes de inglés como lengua extranjera

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