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Journals / Yükseköğretim ve Bilim Dergisi / 2024 / Cilt: 14 Sayı: 3

Investigation of the Effect of Game-Based Learning on Student Engagement and Motivation According to Locus of Control

Oyun Tabanlı Öğrenmenin Öğrenci Bağlılığı ve Motivasyonu Üzerindeki Etkisinin Kontrol Odağına Göre İncelenmesi

Müge İçelli Güneş(PAMUKKALE ÜNİVERSİTESİ)0000-0001-7122-5344
Berna Çağla Balkışlı(İstanbul Okan Üniversitesi)0000-0002-2559-9756
Hüseyin Özçınar(PAMUKKALE ÜNİVERSİTESİ)0000-0001-8715-2653
Pages
420–427
Publication Date
2024-12-31
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The inclusion of educational games, which facilitate learning by increasing participation and motivation, in the educational process is considered appropriate and beneficial for student groups with internal and/or external locus of control.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The aim of this study is to examine the effect of using Kahoot! application as a gamification method in education on the motivation and course engagement of students with different academic locus of control.
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Key Findings & Data:The group of the quasi-experimental study consisting of pre-test and post-test consisted of 51 physiotherapy students with a mean age of 20.90±3.65.
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Conclusion & Impact:The inclusion of educational games, which facilitate learning by increasing participation and motivation, in the educational process is considered appropriate and beneficial for student groups with internal and/or external locus of control.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:Oyun tabanlı öğrenme · Öğrenci bağlılığı · Motivasyon

Abstract

The aim of this study is to examine the effect of using Kahoot! application as a gamification method in education on the motivation and course engagement of students with different academic locus of control. The group of the quasi-experimental study consisting of pre-test and post-test consisted of 51 physiotherapy students with a mean age of 20.90±3.65. The experimental effect in the study was realized with exams made with Kahoot! application at the end of each lesson in a 6-week course program. The students’ locus of control perception was dışmeasured with the Academic Locus of Control Scale, class participation was measured with the Student Participation Scale (SPS), and motivation levels were measured with the Student Motivation Scale (SMS). According to the Academic Locus of Control Scale, student SCS and SCS scores were found to be significantly higher in the student groups with high internal locus of control and low external locus of control (p<0.05). A significant increase was observed in all student groups with high and low intrinsic and extrinsic academic locus of control after the Kahoot! application (p<0.05). The inclusion of educational games, which facilitate learning by increasing participation and motivation, in the educational process is considered appropriate and beneficial for student groups with internal and/or external locus of control.

Özet

Bu çalışmanın amacı, Kahoot! uygulamasının eğitimde oyunlaştırma yöntemi olarak kullanılmasının farklı akademik kontrol odağına sahip öğrencilerin motivasyon ve derse bağlılıkları üzerindeki etkisinin incelenmesidir. Çalışmaya yaş ortalamaları 20.90±3.65 olan 51 fizyoterapi öğrencisi dahil edilmiştir. Öğrencilerin kontrol odağı algısı Akademik Kontrol Odağı Ölçeği ile, derse katılımı Öğrenci Katılımı Ölçeği (ÖKÖ) ile, motivasyon düzeyleri Öğrenci Motivasyonu Ölçeği (ÖMÖ) ile ölçülmüştür. Ölçekler Kahoot! uygulamasına başlanmadan (ön test) ve altı hafta uygulama sonrasında (son test) olarak uygulanmaştır. Akademik Kontrol Odağı Ölçeği’ne göre, öğrenci ÖKÖ ve ÖMÖ puanları, içsel kontrol odağı yüksek ve dışsal kontrol odağı düşük olan öğrenci gruplarında anlamlı olarak daha yüksek bulunmuştur (p<0.05). Eğitimle birlikte gerçekleştirilen Kahoot! uygulaması sonrasında içsel ve dışsal akademik kontrol odağı yüksek ve düşük olan tüm öğrenci gruplarında anlamlı artış görülmüştür (p<0,05). Katılımı ve motivasyonu artırarak öğrenmeyi kolaylaştıran eğitsel oyunların eğitim sürecine dâhil edilmesi, iç ve/veya dış kontrol odağına sahip öğrenci grupları için uygun ve faydalı görülmektedir

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Cite This Article

Güneş, M. İ., Balkışlı, B. Ç., Özçınar, H. (2024). Investigation of the Effect of Game-Based Learning on Student Engagement and Motivation According to Locus of Control. Yükseköğretim ve Bilim Dergisi, Cilt: 14 Sayı: 3, 420–427. https://doi.org/10.5961/higheredusci.1445089

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