Publication: Oyun temelli oryantiring uygulamalarının üniversite öğrencilerinin bilgisayarca düşünme becerilerine etkisinin incelenmesi
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03/07/2023
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Abstract
Bu çalışmada oyun temelli oryantiring uygulamalarının bilgisayarca düşünme becerilerine etkisi incelenmiştir. Araştırma nicel bir çalışma olup, modeli ön test – son test, deney kontrol gruplu model olarak belirlenmiştir. Çalışmada, deney ve kontrol grupları uygun örnekleme yöntemi ile seçilmiştir. Araştırmanın evrenini üniversite öğrencileri, örneklemini ise Bartın Üniversitesi Spor Bilimleri Fakültesinde öğrenim görmekte olan Rekreasyon bölümü 3. sınıf normal öğretim ve ikinci öğretim öğrencileri oluşturmuştur. Veriler katılımcılardan gönüllülük esasına göre toplanmıştır. Veri toplama aracı olarak araştırmacı tarafından hazırlanan “Kişisel Bilgi Formu”, uygulama öncesi ve sonrasında ise parkur performansının ölçüldüğü oryantiring parkuru (Elektronik Kontrol Sistemi ile) ve bu araştırmada kullanım izinleri alınmış olan “Bilgisayarca Düşünme Testi” ölçeği uygulanmıştır. Araştırmacı tarafından araştırmanın deney grubuna 8 haftalık oyun temelli oryantiring etkinlikleri ile hazırlanmış dersler uygulanmış, kontrol grubuna ise bu süre zarfınca Yüksek Öğretim Kurumunun belirlediği program dahilindeki oryantiring dersi işlenmiştir. Katılımcılardan toplanan veriler uygun bilgisayarlı istatistik programında analiz edilmiştir. Araştırmada, oyun temelli oryantiring etkinliklerinin üniversite öğrencilerindeki bilgisayarca düşünme becerilerine etkisi, bilgisayarca düşünme becerileri ölçeğinin alt boyutlarına ve çeşitli demografik özelliklere göre incelenmiştir. Araştırma bulgularına göre; oyun temelli oryantiring uygulamalarının öğrencilerin bilgisayarca düşünme becerilerini (BDB), BDB alt boyutlarından olan eleştirel düşünme, problem çözme, algoritmik düşünme becerilerinde deney grubu lehine anlamlılık olduğu, öğrencilerin deneyim yılı, teknolojiyi kullanma sürelerinde, BDB alt boyutlarından iş birlikli öğrenme ve yaratıcılık becerilerinde ise anlamlı farklılık bulunmadığı sonucuna ulaşılmıştır.
In this study, the effect of game-based orienteering practices on computer thinking skills was examined. The research is a quantitative study and its model was determined as pre-test - post-test, experimental control group model. In the study, experimental and control groups were selected by convenient sampling method. The population of the study consisted of university students, and the sample consisted of 3rd grade regular education and second education students of the Department of Recreation studying at Bartın University Faculty of Sports Sciences. Data were collected from the participants on a voluntary basis. As a data collection tool, \"Personal Information Form\" prepared by the researcher, orienteering track (with Electronic Control System) where the track performance was measured before and after the application, and \"Computer Thinking Test\" scale, whose permission was obtained for use in this study, were applied. The researcher applied 8-week lessons prepared with game-based orienteering activities to the experimental group of the study, while the control group was taught the orienteering course within the program determined by the Higher Education Institution during this period. The data collected from the participants were analyzed with the appropriate computerized statistical program. In the study, the effect of game-based orienteering activities on computer thinking skills in university students was examined according to the sub-dimensions of the computer thinking skills scale and various demographic characteristics. According to the findings of the study, it was concluded that there was a significant difference in favor of the experimental group in the critical thinking, problem solving, algorithmic thinking skills, which are the sub-dimensions of critical thinking, problem solving and algorithmic thinking skills, but there was no significant difference in the students' years of experience, duration of using technology, cooperative learning and creativity skills, which are the sub-dimensions of CTS.
In this study, the effect of game-based orienteering practices on computer thinking skills was examined. The research is a quantitative study and its model was determined as pre-test - post-test, experimental control group model. In the study, experimental and control groups were selected by convenient sampling method. The population of the study consisted of university students, and the sample consisted of 3rd grade regular education and second education students of the Department of Recreation studying at Bartın University Faculty of Sports Sciences. Data were collected from the participants on a voluntary basis. As a data collection tool, \"Personal Information Form\" prepared by the researcher, orienteering track (with Electronic Control System) where the track performance was measured before and after the application, and \"Computer Thinking Test\" scale, whose permission was obtained for use in this study, were applied. The researcher applied 8-week lessons prepared with game-based orienteering activities to the experimental group of the study, while the control group was taught the orienteering course within the program determined by the Higher Education Institution during this period. The data collected from the participants were analyzed with the appropriate computerized statistical program. In the study, the effect of game-based orienteering activities on computer thinking skills in university students was examined according to the sub-dimensions of the computer thinking skills scale and various demographic characteristics. According to the findings of the study, it was concluded that there was a significant difference in favor of the experimental group in the critical thinking, problem solving, algorithmic thinking skills, which are the sub-dimensions of critical thinking, problem solving and algorithmic thinking skills, but there was no significant difference in the students' years of experience, duration of using technology, cooperative learning and creativity skills, which are the sub-dimensions of CTS.
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Keywords
Oyun, Oyun kuramları, Eğitsel oyun, Öğrenme, Oyun temelli öğrenme, Oryantiring, Düşünme becerileri, Bilgisayarca düşünme play, Play Theories, Educational play, Learning, Game based learning, Orienteering, Thinking skills, Computational thinking