Publication: Dijital Bir Oyunun Hareketli Hale Dönüştürülmesi: Öğrencilerin Uyarlanmış Hareketli Versiyona Verdiği Tepkilerin İncelenmesi
Abstract
Bu çalışmanın amacı Angry Birds(TM) isimli oyunun dijital ve uyarlanmış aktif versiyonuna verilen tepkiler arasındaki farkların belirlenmesidir. Özel ya da devlet ortaokullarında öğrenim gören 26 öğrenci araştırmaya gönüllü olarak katılmıştır. Veriler 2012-2013 eğitim ve öğretim yılında 3 sorudan oluşan yarı yapılandırılmış görüşme formu kullanılarak toplanmıştır. Veriler içerik analizi yöntemi ile analiz edilmiş ve böylece 6 kategori altında 31 kod elde edilmiştir. Öğrencilerin yanıtlarına göre en fazla atıf alan kategori eğlence olmuş ve daha çok aktif oyunla ilişkilendirilmiştir. Öğrenciler aktif oyunu daha zorlu bulsalar da olumsuz duyguların aktif versiyonda kontrol edilebilir olduğunu belirtmişlerdir. Bu çalışmadan elde edilen verilerin oyun temelli eğitim programlarının hazırlanmasına katkı sağlayabileceği düşünülmektedir
The purpose of this study was to examine the differences between the responses to the digital and the active version of Angry Birds(TM). Participants of this study were comprised of 26 secondary school students who enrolled in a state or a private school. The data for the study were collected during the 2012-2013 school years by using a three question semi-structured interview. The responses to the interviews were analyzed with the qualitative method of content analysis. 6 categories and 31 codes were emerged from the responses of the students. According to responses of the students, entertainment was the most cited category and mostly referred to active games. Negative emotions were controllable in the active game play even students found it more challenging. This study has implications to design game based educational programs
The purpose of this study was to examine the differences between the responses to the digital and the active version of Angry Birds(TM). Participants of this study were comprised of 26 secondary school students who enrolled in a state or a private school. The data for the study were collected during the 2012-2013 school years by using a three question semi-structured interview. The responses to the interviews were analyzed with the qualitative method of content analysis. 6 categories and 31 codes were emerged from the responses of the students. According to responses of the students, entertainment was the most cited category and mostly referred to active games. Negative emotions were controllable in the active game play even students found it more challenging. This study has implications to design game based educational programs