Research Article
Suparat Chuechote, Artorn Nokkaew, Apichat Phongsasithorn, Parames Laosinchai
CONTEMP EDUC TECHNOL, Volume 12, Issue 1, Article No: ep261
ABSTRACT
Sorting is a fundamental computing concept. As for today, it is taught at the secondary school level. However, this kind of algorithm is an obstacle for some students due to its high level of abstraction. To prevent discouragement as well as to incorporate a fun and challenging algorithmic task, a novel tablet-based digital game, Sorted, was created to serve the purpose. This research article embraces the neo-Piagetian framework of cognitive development and provides the theoretical-based explanation of how high school students establish sorting algorithms as a result of the digital gameplay. Twenty-three tenth-grade students, who have no proper knowledge of sorting algorithms, participated voluntarily in this study. They played the game with a multi-level design involving multiple unknowns. To later reflect on their operational reasoning and hence decision-making, the series of game actions were logged for individual empirical data. The sorting algorithm formation can be deduced from the logged sequential actions. They were coded and analyzed according to the neo-Piagetian framework to elicit the students’ operational reasoning. The discovery of the relations between actions and schematic reasoning to solve sorting problems suggests the impact of a digital game on algorithmic thinking development, and, in general, the use of a game for self-learning of computing concepts.
Keywords: algorithmic thinking, digital game, neo-Piagetian theory, sorting algorithm
Research Article
Mazhar Bal
CONTEMP EDUC TECHNOL, Volume 10, Issue 3, pp. 246-271
ABSTRACT
The aim of the study is to determine the contribution of gamification to writing skills of middle school students. For this study, a lesson plan has been developed to relate Writing and Authorship Skills lesson to the gamification for middle school students. From this lesson plan, it was tried to determine the effectiveness of the teaching process. Therefore, the study was designed as action research. The research group is composed of seventh grade students. Criteria sampling technique was used to determine the participants. As a data collection tool, student diary, semi-structured interview form, semi-structured observation form, digital content of the students were used. Data obtained from the semi-structured interview form were analyzed by content analysis; other data were analyzed by descriptive analysis. Writing skills and gamification were related in the study. Turkish Language Teaching Program (2018) has been taken into consideration in the action plan which relates to gamification and writing skill. As a result of the study, it was seen that all participants were actively involved in the implementation process. In addition, it was concluded that gamification increased the interest of students towards the course, combined school and non-school life, facilitated classroom management, supported collaborative work, and developed creativity. As a result of this study, it is suggested that digital games can be used as a text type in Turkish language lessons with the method of gamification in order to positively affect motivation of the middle school students toward writing education.
Keywords: Digital game, Writing skills, Gamification, Middle school students, Turkish language education
Research Article
Zeynep Tatli
CONTEMP EDUC TECHNOL, Volume 9, Issue 1, pp. 90-110
ABSTRACT
The purpose of this study is to determine types of games that middle school students play in their daily lives and analyze the effects of various variables such as gender, available technology, grade in school and parents’ education levels on their game preferences. The sample consisted of a total of 464 grade 5-8 students (212 girls and 252 boys). The study was conducted in Spring 2015 and the data were collected using a two-part survey. The first part of the survey included questions about demographic information and the second part asked students to draw a picture of their favorite games. The results of this study showed that girls mostly preferred to play outdoor games whereas boys mostly preferred to play digital games. Participant students preferred to play games with rules outdoors and symbolic games indoors, and in digital environment, girls preferred to play mini-games whereas boys preferred to play sports games. CHAID analysis was used in determining the relationships between the variables and game preferences. Gender was a prominent factor in identifying the preferences; that is, girls’ game preferences were mainly influenced by having a computer and those of boys were affected by having an available Internet connection. This study also found that parents’ education level is not related to children’s game preferences. At the end of the study, suggestions were made for gamification and digital game design.
Keywords: Digital games, CHID analysis, Game motivation
Research Article
Hatice Yıldız Durak, Fatma Gizem Karaoglan Yilmaz, Ramazan Yilmaz
CONTEMP EDUC TECHNOL, Volume 8, Issue 4, pp. 359-369
ABSTRACT
The purpose of this study is to identify whether computational thinking skills among secondary school students differ depending on the type of digital games they play. The participants of this study were 202 secondary school students at 5th, 6th, 7th and 8th grades during 2016-2017 academic year. Correlational survey method was used during this study. Furthermore, there were three different data collection instruments used. The first one was “Personal Information Form”. The second one was “Computational Thinking Skills Scale” and the third data collection instrument was “Questionnaire for Type of Games Played with Digital Tools”. Results indicated that students scored higher compared to other sub-scales while their scores from the critical thinking sub-scale was the lowest. The most frequently played game category of the students was found to be dress up/make-up games.
Keywords: Computational thinking, Digital game types