SavedAdd your journal

Journals / Journal of Educational Technology and Online Learning / 2021 / ICETOL Special Issue

The effect of the training program of digital game design and escape rooms on science and art center teachers' technology acceptance, digital game development self-efficacy and use of digital games

Sibel YOLERİ
Gizem UYUMAZ
Pages
793–804
Publication Date
2021-12-31
DOI
—
🏛️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)

In addition, according to the scores obtained from the scales, it was determined that there was no significant difference in terms of the gender of the teachers and the education was effective for both genders.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:In this research, it is aimed to evaluate the effectiveness of digital game design and escape room training given to teachers working with gifted students in Science and Art Centers within the scope of 4005 Science and Society Innovative Education Practices Program supported by The Scientific and Technological Research Council of Turkey (TÜBİTAK) on their technology acceptance, use of digital games, and digital game development self-efficacy.
📊
Key Findings & Data:The sample group was determined according to criterion sampling, one of the purposeful sampling techniques. 30 teachers working in different disciplines in six Science and Art Centers in İzmir were included in the study.
💡
Conclusion & Impact:In addition, according to the scores obtained from the scales, it was determined that there was no significant difference in terms of the gender of the teachers and the education was effective for both genders.
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:Gifted students · Teachers · Digital game

Abstract

In this research, it is aimed to evaluate the effectiveness of digital game design and escape room training given to teachers working with gifted students in Science and Art Centers within the scope of 4005 Science and Society Innovative Education Practices Program supported by The Scientific and Technological Research Council of Turkey (TÜBİTAK) on their technology acceptance, use of digital games, and digital game development self-efficacy. In this context, a single group pre-test post-test model was used in the study carried out with the experimental design. The sample group was determined according to criterion sampling, one of the purposeful sampling techniques. 30 teachers working in different disciplines in six Science and Art Centers in İzmir were included in the study. Within the scope of the research, six-day trainings were given to the teachers by eight field experts. As data collection tools, "knowledge and awareness test on the use of technology in education and digital games", "technology acceptance scale for teachers", "digital educational game development self-efficacy scale" and "the scale of benefiting from digital games in education" were used. Whether there is a significant difference between the mean scores was tested with the dependent samples t test when the normality assumption was met, and with the Wilcoxon signed ranks test when it was not. As a result of the analysis, it was determined that there was a significant difference between the use of digital games, technology acceptance, digital game development self-efficacy and achievement test scores, and these differences were in favor of the post-tests. In addition, according to the scores obtained from the scales, it was determined that there was no significant difference in terms of the gender of the teachers and the education was effective for both genders.

🔖

Cite This Article

YOLERİ, S., UYUMAZ, G. (2021). The effect of the training program of digital game design and escape rooms on science and art center teachers' technology acceptance, digital game development self-efficacy and use of digital games. Journal of Educational Technology and Online Learning, ICETOL Special Issue, 793–804. https://ajindex.com/articles/776069

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (10)

  1. An, Y., & Bonk, C. J. (2009). Finding that SPECIAL PLACE: Designing digital game-based learning environments. TechTrends, 53(3), 43-48. Association of American Colleges and Universities (2007). College learning for the new global century: A report from the national leadership council for liberal education & America's promise. https://eric.ed.gov/?id=ED495004
  2. Atılgan, H., Kan, A., & Aydın, B. (2017). Measurement and evaluation in education (10th Edition). Anı publishing. Ayra, M., & Kösterelioğlu, İ. (2016). Öğretmenlerin mesleki öz-yeterlik inançlarının çeşitli değişkenler açısından incelenmesi. Gümüşhane Üniversitesi Sosyal Bilimler Enstitüsü Elektronik Dergisi, 7(17), 81-101.
  3. Bayirtepe, E., & Tüzün, H. (2007). Oyun-tabanlı öğrenme ortamlarının öğrencilerin bilgisayar dersindeki başarıları ve öz-yeterlik algıları üzerine etkileri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33, 41–54.
  4. Beers, S. Z. (2006). 21st century skills: Preparing students for their future. https://cosee.umaine.edu/files/coseeos/21st_century_skills.pdf
  5. Cresswell, J.W. (2016). Araştırma deseni nitel, nicel ve karma yöntem yaklaşımları. (S. B. Demir, Trans.) Eğiten Kitap. Çakir, H. (2013). Bilgisayar oyunlarına ilişkin ailelerin yaklaşımı ve öğrenci üzerindeki etkilerin belirlenmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 9(2), 138–150. https://doi.org/10.17860/efd.89744.
  6. Çankaya, S., & Karamete, A. (2008). Eğitsel bilgisayar oyunlarının öğrencilerin matematik dersine ve eğitsel bilgisayar oyunlarına yönelik tutumlarına etkisi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 4(2), 115–127. https://doi.org/10.17860/efd.31845
  7. Doğusoy, B., & İnal, Y. (2006). Çok kullanıcılı bilgisayar oyunları ile öğrenme. VII. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi. Dönmez Usta, N., & Turan Güntepe, E. (2019). Dijital oyun tasarlamanın öğrenmeye Etkisi. Bingöl Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9(18), 1215–1234. https://doi.org/10.29029/busbed.562553
  8. Erten, P. (2019). Preservice teachers’ perceptions of 21st century skills competence and their views on gaining these skills. Milli Eğitim, 49(227), 33–64.
  9. Fraenkel, J.R., Wallen, N.E., & Hyun, H.H. (2012). How to design and evaluate research in education. McGraw-Hill. Gaudelli, W., & Taylor, A. (2011). Modding the global classroom? Serious video games and teacher reflection. Contemporary Issues in Technology and Teacher Education, 11(1), 70-91.
  10. Jambhekar, K., Pahls, R. P., & Deloney, L. A. (2020). Benefits of an escape roo