Dönüştürülmüş Öğrenmenin Çevrimiçi Boyutunu Oyunlaştırmanın Öğretmen Adaylarının Öğrenme Yaşantılarına Etkisi
Gündüz, Abdullah Yasin
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Interaction and individualized learning are at the center of flipped learning. The understanding underlying the approach is not new and is based on students coming to the class by completing their preparations for the course. Therefore, the success of the flipped learning is directly related to the preparation process through the online learning environment. It is clear that the academic achievement desired cannot be achieved with the students coming to class without finishing their assignments. Gamification increases the interest in learning by placing fun pieces of games to the points where one finds boring in the content of a learning process; and it is amongst the favorite techniques of the recent years, thanks to its components that trigger competition, such as the leaderboard. In this study, the effect of the use of game components on the online dimension of flipped learning is investigated. A website has been developed as a non-classroom learning resource. Game components were used in the online learning environment of the experimental group. On the other hand, gamification was not used in the control group. The results were that the participants in the experimental group had higher scores in terms of interaction data, participation in learning tasks and achievement score compared to the control group.