Publication: L'efficacité de la ludification sur la réussite scolaire des apprenants des langues étrangères : une étude de méta-analyse
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2022
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21. yüzyıldaki yeni neslin, daha önceki nesillere göre öğretme yöntemleri ve okula karşı farklı bir anlayış ve tutumu vardır. Buna ek olarak, pek çok öğrenci eğitim hayatında ilerledikçe okulu daha az sevmektedir. İnteraktif ortamların, teknolojik cihazların, özellikle de video oyunlarının çok kısa sürede patlama yaptığı bir çağın içine doğan bu jenerasyon bu oyunları oynayarak büyüdüler. Madalyonun diğer tarafında ise tarih boyunca değişen ve gelişen eğitim alanı, kalitesini en üst seviyeye çıkarmak adına yeni öğrenme yöntemlerinin ve teknolojilerinin kullanımını teşvik ederek sürekli değişiklik göstermektedir. Bu yeni yöntemlerden biri de video oyunlarındaki oyunun öğelerini oyun bağlamı dışında kullan oyunlaştırmadır (gamification). Bu tezde yabancı dilde oyunlaştırma üzerine yapılan bağımsız deneysel çalışmaların sonuçları kullanılarak, oyunlaştırmanın yabancı dil öğrenenlerin akademik başarısı, üzerindeki etkisini nicel olarak ölçmek ve daha geniş bir perspektiften bir fotoğraf sunmak amacıyla meta-analiz çalışması yapılmıştır.Bu amaçla, 3 farklı dilde (Türkçe, İngilizce ve Fransızca) 3 alt kümeye ayrılmış, oyunlaştırma (oyunlaştırma, gamification, ludification), dil (yabancı dil, ikinci dil, foreign language, second language, langue étrangère, langue séconde) ve grup (kontrol grubu, control group, groupe contrôle ou groupe témoin), kelime grupları kullanılarak 26 dijital kütüphane, çevrimiçi veritabanlarını ve web portalında arama yapılmıştır. Meta analiz için gerekli olan verilere sahip, nicel araştırma yöntemi kullanarak oyunlaştırmanın etkilerini ölçen, 01.01.2011-01.10.2021 tarihleri arasında yürütülmüş, toplamda 41 çalışmadan oluşan 9 yüksek lisans tezi, 30 makale ve 2 doktora tezi çalışmaya dahil edilmiştir. Çalışmada belirlenen dahil etme kriterlere göre meta-analize alınan 41 araştırmadan 45 etki büyüklüğü ve 2689 kişiden oluşan örneklem elde edilmiştir. Meta analizinin kalbi olan genel etki büyüklüğünün hesaplamasının hangi modele göre yapılacağını tespit edebilmek amacıyla yapılan heterojenlik testi sonucu dağılımların heterojen bir yapıda bulunması sebebiyle tüm analizler rastgele etkiler modeline göre yapılmıştır. Yapılan analizler sonucunda elde edilen etki büyüklüğü değeri akademik başarı için 0,957 olarak elde edilmiştir. Bulunan değerler Cohen (1988) arafından yapılan sınıflandırmaya göre değerlendirildiğinde oyunlaştırmanın akademik başarıya büyük oranda etkisi olduğu gözlemlenmiştir.
The new generation of the 21st century has a different mindset and attitude towards school and learning methods from those of previous generations. In addition, many students like school less and less as they progress in their academic life. On the other hand, the field of education that has evolved throughout history shows incessant changes and encourages the use of new learning methods and technologies to maximize the quality of education. One of these new methods is gamification which means to use the elements of the game in video games outside the game context. In this thesis, the results of independent experimental studies on gamification in foreign language teaching are used to perform a meta-analysis with the aim of quantitatively measuring the effect of gamification on academic achievement of foreign language learners and to provide an overview from a broader perspective.For this purpose, a literature review was carried out using keywords in 3 different languages (Turkish, English and French) divided into 3 subsets which are gamification (oyunlaştırma, gamification, ludification), language (yabancı dil, ikinci dil, foreign language, second language, langue étrangère, langue séconde) and the group (kontrol grubu, control group, groupe contrôle ou groupe témoin) in 26 digital libraries, online databases and web portals. 9 master's theses, 30 articles and 2 doctoral theses, comprising a total of 41 studies, which were carried out between 01.01.2011 and 01.10.2021, which have the data necessary for the meta-analysis and measure the effects of gamification using the quantitative research method were included in the study. According to the inclusion criteria determined in the study, 45 effect sizes and a sample of 2689 people were obtained from 41 studies included in the meta-analysis.All analyzes were performed using the random effects model, since the distributions were heterogeneous as a result of the heterogeneity test, which was performed to determine which model would be used to calculate the overall effect size, which is at the heart of the meta-analysis. Effect size values were obtained as a result of analyzes as 0,957 for academic achievement. The values were evaluated according to the classification made by Cohen (1988). This classification indicates that the effect of gamification on academic achievement is large.
The new generation of the 21st century has a different mindset and attitude towards school and learning methods from those of previous generations. In addition, many students like school less and less as they progress in their academic life. On the other hand, the field of education that has evolved throughout history shows incessant changes and encourages the use of new learning methods and technologies to maximize the quality of education. One of these new methods is gamification which means to use the elements of the game in video games outside the game context. In this thesis, the results of independent experimental studies on gamification in foreign language teaching are used to perform a meta-analysis with the aim of quantitatively measuring the effect of gamification on academic achievement of foreign language learners and to provide an overview from a broader perspective.For this purpose, a literature review was carried out using keywords in 3 different languages (Turkish, English and French) divided into 3 subsets which are gamification (oyunlaştırma, gamification, ludification), language (yabancı dil, ikinci dil, foreign language, second language, langue étrangère, langue séconde) and the group (kontrol grubu, control group, groupe contrôle ou groupe témoin) in 26 digital libraries, online databases and web portals. 9 master's theses, 30 articles and 2 doctoral theses, comprising a total of 41 studies, which were carried out between 01.01.2011 and 01.10.2021, which have the data necessary for the meta-analysis and measure the effects of gamification using the quantitative research method were included in the study. According to the inclusion criteria determined in the study, 45 effect sizes and a sample of 2689 people were obtained from 41 studies included in the meta-analysis.All analyzes were performed using the random effects model, since the distributions were heterogeneous as a result of the heterogeneity test, which was performed to determine which model would be used to calculate the overall effect size, which is at the heart of the meta-analysis. Effect size values were obtained as a result of analyzes as 0,957 for academic achievement. The values were evaluated according to the classification made by Cohen (1988). This classification indicates that the effect of gamification on academic achievement is large.
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Keywords
French language, Study and teaching, Fransız dili, Öğrenim ve öğretim