SavedAdd your journal

Journals / GSI Journals Serie A: Advancements in Tourism Recreation and Sports Sciences / 2026 / Cilt: 9 Sayı: 2

Experiential Learning–Mediated Cultural Heritage Transmission: A Digital Game Model Proposal for Tourism and Local Identity – The Case of Sinop

Deneyimsel Öğrenme Aracılığı ile Kültürel Miras Aktarımı: Turizm ve Yerel Kimlik İçin Dijital Bir Oyun Modeli Önerisi – Sinop Örneği

Yavuz Çetin(İSTANBUL ESENYURT ÜNİVERSİTESİ)0000-0002-7435-590X
Mehmet El(İSTANBUL ESENYURT ÜNİVERSİTESİ)0000-0001-7219-6549
Şerife Betül Papagan(İSTANBUL ESENYURT ÜNİVERSİTESİ)0000-0001-7583-3742
Emrah Korkunç(BEYKENT ÜNİVERSİTESİ)0000-0002-9261-7117
Başak Burcu Eke(AYDIN ADNAN MENDERES ÜNİVERSİTESİ)0000-0003-2692-6672
Pages
734–755
Publication Date
2026-07-31
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

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

Evaluated comparatively with international examples, the model is distinctive through its emphasis on local content production and pedagogical grounding, offering a universal framework adaptable to various Turkish destinations for digital cultural sustainability.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Digital transformation necessitates rethinking traditional approaches to cultural heritage preservation.
📊
Key Findings & Data:Sinop's historical, architectural, gastronomic, and folkloric heritage elements were systematically classified through content analysis and thematically integrated into the game scenario across seven categories.
💡
Conclusion & Impact:Evaluated comparatively with international examples, the model is distinctive through its emphasis on local content production and pedagogical grounding, offering a universal framework adaptable to various Turkish destinations for digital cultural sustainability.
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:Kültürel miras · kültürel miras için ciddi oyunlar · deneyimsel öğrenme

Abstract

Digital transformation necessitates rethinking traditional approaches to cultural heritage preservation. Strengthening younger "digital native" generations' connection to local identity requires interactive, experience-based digital tools. This study presents a conceptual framework reconstructing Sinop's multi-component cultural memory through a knowledge-based, interactive digital game model. Grounded in Kolb's experiential learning theory, the model is developed using the first two phases of Design-Based Research methodology: needs analysis and prototype design. Sinop's historical, architectural, gastronomic, and folkloric heritage elements were systematically classified through content analysis and thematically integrated into the game scenario across seven categories. The game supports multisensory learning through character cards addressing four distinct user profiles, 120 question cards, and location-based mission mechanics. Pedagogically, game mechanics support each stage of the experiential learning cycle. From a tourism perspective, the model can deepen visitor interaction with cultural heritage sites and contribute to enriching the tourism experience. Evaluated comparatively with international examples, the model is distinctive through its emphasis on local content production and pedagogical grounding, offering a universal framework adaptable to various Turkish destinations for digital cultural sustainability.

Özet

Dijital dönüşüm, kültürel mirasın korunması ve aktarımına yönelik geleneksel yaklaşımların yeniden düşünülmesini zorunlu kılmaktadır. "Dijital yerli" genç kuşakların yerel kimlikle bağının güçlendirilmesi, etkileşimli ve deneyim temelli dijital araçları gerektirmektedir. Bu çalışma, Sinop kentinin çok bileşenli kültürel belleğini, bilgi temelli ve etkileşimli bir dijital oyun modeli aracılığıyla yeniden yapılandırmayı amaçlayan kavramsal bir çerçeve sunmaktadır. Kolb'un deneyimsel öğrenme kuramına dayanan model, Tasarım Odaklı Araştırma metodolojisinin ilk iki aşaması (ihtiyaç analizi ve prototip tasarımı) temel alınarak geliştirilmiştir. Sinop'a özgü tarihî, mimari, gastronomik ve folklorik miras öğeleri, sistematik içerik analiziyle sınıflandırılmış ve yedi tematik kategori altında oyun senaryosuna entegre edilmiştir. Oyun; dört farklı kullanıcı profiline hitap eden karakter kartları, 120 soru kartı ve mekân temelli görev mekanikleriyle çoklu duyusal öğrenme ortamı yaratmayı hedeflemektedir. Pedagojik açıdan oyun mekanikleri, deneyimsel öğrenme döngüsünün her aşamasını destekleyecek biçimde yapılandırılmıştır. Turizm bağlamında model, ziyaretçilerin kültürel miras alanlarıyla etkileşimini derinleştirerek turizm deneyimini zenginleştirmeye hizmet edecek bir araç sunma potansiyeli taşımaktadır. Uluslararası örneklerle karşılaştırmalı değerlendirilen model, yerel içerik üretimi ve pedagojik temellendirme açısından özgün olup, dijital kültürel sürdürülebilirlik bağlamında Türkiye'nin farklı destinasyonlarına uyarlanabilecek evrensel bir çerçeve sunmaktadır.

🔖

Cite This Article

Çetin, Y., El, M., Papagan, Ş. B., Korkunç, E., Eke, B. B. (2026). Experiential Learning–Mediated Cultural Heritage Transmission: A Digital Game Model Proposal for Tourism and Local Identity – The Case of Sinop. GSI Journals Serie A: Advancements in Tourism Recreation and Sports Sciences, Cilt: 9 Sayı: 2, 734–755. https://doi.org/10.53353/atrss.1881235

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (39)

  1. Anderson, T., & Shattuck, J. (2012). Design-based research: A decade of progress in education research? Educational Researcher, 41(1), 16–25. https://doi.org/10.3102/0013189X11428813
  2. Assmann, J. (1995). Collective memory and cultural identity. New German Critique, 65, 125–133. https://doi.org/10.2307/488538
  3. Assmann, J. (2011). Cultural memory and early civilization: Writing, remembrance, and political imagination. Cambridge University Press. https://doi.org/10.1017/CBO9780511996306
  4. Azhar, S. A. F. J., & Jalil, H. A. (2022). Comparison of individual and collaborative game-based learning using tablet in improving students’ knowledge in primary classroom environment. Asian Journal of University Education, 18(1), 205–216. https://doi.org/10.24191/ajue.v18i1.17188
  5. Bahari, A. (2022). Game based collaborative vocabulary learning in blended and distance L2 learning. Open Learning, 37(4), 348–369. https://doi.org/10.1080/02680513.2020.1814229
  6. Barab, S. A., & Squire, K. (2004). Design-based research: Putting a stake in the ground. The Journal of the Learning Sciences, 13(1), 1–14. https://doi.org/10.1207/s15327809jls1301_1
  7. Battisti, A., Valese, M., Calvano, A., & Natta, H. (2024). Architectural heritage and digital transition: Intangible components as regeneration infrastructure for inner rural areas. In Technologies for heritage regeneration. https://doi.org/10.1007/978-3-031-50121-0_3
  8. Bayram, A. T., & Çetin, Y. (2021). Mutlu ülkeden mutlu şehre Sinop turizmi için Bhutan örneği. Sinop Kültür ve Turizm Sempozyumu bildiriler kitabı içinde (s. 9–12). https://www.sinop.edu.tr/wp-content/uploads/2026/04/sinop_kultur_ve_turizm_sempozyumu_bildiriler_kitabi_1cilt-1.pdf
  9. Camuñas-García, D., & Cáceres-Reche, M. P. (2024). Digital game-based heritage education: Analyzing the potential of heritage-based video games. Education Sciences, 14(4), 396. https://doi.org/10.3390/educsci14040396
  10. Champion, E. (2010). Playing with the past: Heritage and the gaming technology. Springer. https://doi.org/10.1007/978-1-84996-501-9
  11. Couldry, N. (2008). Mediatization or mediation? Alternative understandings of the emergent space of digital storytelling. New Media & Society, 10(3), 373–391. https://doi.org/10.1177/1461444808089414
  12. Del Vecchio, V., Lazoi, M., Marche, C., & Mettouris, C. (2025). Designing innovative digital solutions in the cultural heritage and tourism industry: Best practices for an immersive user experience. Applied Sciences, 15(9), 4935. https://doi.org/10.3390/app15094935
  13. Deliyannis, I., Poulimenou, S. M., Kaimara, P., & Laboura, S. (2022). BRENDA Digital Tours: Designing a gamified augmented reality application to encourage gastronomy tourism and local food exploration. In M. D. Vujicic et al. (Ed.), Cultural sustainable tourism (s. 9). Springer. https://doi.org/10.1007/978-3-031-07819-4_9
  14. Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining “gamification”. Proceedings of the 15th International Academic MindTrek Conference, 9–15. https://doi.org/10.1145/2181037.2181040
  15. Filios, D. K. (2025). Heritagizing Margery Kempe on the Camino Inglés. Postmedieval: A Journal of Medieval Cultural Studies, 16(1), 89–116. https://doi.org/10.1057/s41280-025-00361-6
  16. Gee, J. P. (2007). What video games have to teach us about learning and literacy (2. baskı). Palgrave Macmillan.
  17. Hooper-Greenhill, E. (2007). Museums and education: Purpose, pedagogy, performance. Routledge.
  18. Kara, N. (2024). A mixed-methods study of cultural heritage learning through playing a serious game. International Journal of Human–Computer Interaction, 40(6), 1397–1408. https://doi.org/10.1080/10447318.2022.2125627
  19. Kargiglioğlu, Ş., Erkol Bayram, G., & Çetin, Y. (2019). Gastronomi turlarının coğrafi işaretli ürünler aracılığı ile oluşturulması: Batı Karadeniz turları örneği. Gastroia: Journal of Gastronomy and Travel Research, 3(4), 624–639. https://doi.org/10.32958/gastoria.585792
  20. Kasemsarn, K., & Nickpour, F. (2025). Digital storytelling in cultural and heritage tourism: A review of social media integration and youth engagement frameworks. Heritage, 8(6), 200. https://doi.org/10.3390/heritage8060200
  21. Ke, F. (2016). Designing and integrating purposeful learning in game play: A systematic review. Educational Technology Research and Development, 64, 219–244. https://doi.org/10.1007/s11423-015-9418-1
  22. Kleftodimos, A., Moustaka, M., & Evagelou, A. (2023). Location-based augmented reality for cultural heritage education: Creating educational, gamified location-based AR applications for the prehistoric lake settlement of Dispilio. Digital, 3(1), 2. https://doi.org/10.3390/digital3010002
  23. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.
  24. Liang, S. Z., & Hsu, Y. M. (2025). Creating “meaningful” tourism experiences through digital affordances and gamification: Enhancing urban brand identity. Current Issues in Tourism. https://doi.org/10.1080/13683500.2025.2482156
  25. Michael, D., & Chen, S. (2006). Serious games: Games that educate, train, and inform. Thomson Course Technology.
  26. Nora, P. (1989). Between memory and history: Les Lieux de Mémoire. Representations, 26, 7–24. https://doi.org/10.2307/2928520
  27. Papadimitriou, S., & Virvou, M. (2025). 21st century skills via prosocial educational games with responsible artificial intelligence. In Knowledge-based games as holistic educational environments. https://doi.org/10.1007/978-3-031-77464-5_1
  28. Pine, B. J., & Gilmore, J. H. (1998). Welcome to the experience economy. Harvard Business Review, 76, 97–105.
  29. Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1–6. https://doi.org/10.1108/10748120110424816
  30. Reeves, T. C., Herrington, J., & Oliver, R. (2005). Design research: A socially responsible approach to instructional technology research in higher education. Journal of Computing in Higher Education, 16, 96–115. https://doi.org/10.1007/BF02961476
  31. Shim, H., Oh, K. T., O’Malley, C., Jun, J. Y., & Shi, C. K. (2024). Heritage values, digital storytelling, and heritage communication: The exploration of cultural heritage sites in virtual environments. Digital Creativity, 35(2), 171–197. https://doi.org/10.1080/14626268.2024.2313585
  32. Sikorska, J. (2023). Interactive museums: New spaces for the education of children and adolescents. In New media pedagogy: Research trends, methodological challenges and successful implementations (Cilt 1916, s. 186–199). Springer. https://doi.org/10.1007/978-3-031-44581-1_14
  33. Squire, K. (2003). Video games in education. International Journal of Intelligent Simulations and Gaming, 2(1), 49–62.
  34. Squire, K. (2011). Video games and learning: Teaching and participatory culture in the digital age. Teachers College Press.
  35. Wang, F., & Hannafin, M. J. (2005). Design-based research and technology-enhanced learning environments. Educational Technology Research and Development, 53(4), 5–10. https://doi.org/10.1007/BF02504682
  36. Wu, Y., You, S., Guo, Z., Li, X., Zhou, G., & Gong, J. (2023). MR.Brick: Designing a remote mixed reality educational game system for promoting children’s social & collaborative skills. Proceedings of the 2023 ACM International Conference on Interactive Media Experiences, 1–10. https://doi.org/10.1145/3544548.3581041
  37. Xu, Y. (2012). Literature review on web application gamification and analytics (Technical Report No. 12-05). University of Saskatchewan, Center for Software Development and Learning.
  38. Yehia, E. F., & Ali Amer Alkhashil, M. (2025). The power of digital storytelling in preserving Saudi cultural heritage and fostering national identity. Heritage & Society, 1–29. https://doi.org/10.1080/2159032X.2025.2512499
  39. Yin, R. K. (2014). Case study research: Design and methods (5. baskı). Sage Publications.