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Gamification in Massive Open Online Courses (MOOCs)

Yıl 2021, Cilt: 3 Sayı: 2, 136 - 157, 24.12.2021

Zeynep Cömert Ergün Akgün

https://doi.org/10.53694/bited.1017932
Cited By: 1

Öz

Although there has been a great increase in the number of learners enrolling in massive online open courses (MOOC), the transition to an educational environment other than the traditional understanding has started to pose new generation learning management problems for instructional designers. At the beginning of these problems is the high rate of withdrawal from the course. Gamification, which contributes positively to the participation and contribution of the learner in traditional learning environments, stands out as a method integrated into MOOCs. Within the scope of this study, thematic analysis was conducted to reveal the effect of gamification on students' attendance, learning retention and motivation in MOOCs. For this purpose, with the keywords "Massive Open Online Course", "MOOC" and "gamification", SCI-Expanded, SSCI, AHCI, ERIC, Australian Education Index, British Education Index, H.W. A total of 9 research articles, which were scanned in Wilson Index and TR Index and matched with the aim of the research, were included in the sample of the study. Within the framework of these studies, it has been determined that gamification is frequently used for feedback to learners such as rewards, badges and points in studies aiming to examine the effect of gamification on withdrawal from the course in MOOCs. With the gamification design, it has been determined that gamification stands out as an effective method at the point of ensuring the continuity of the students in the lesson. However, it has been demonstrated that there is a need for more radical changes in instructional design, especially in the assessment-evaluation process, in order to reduce the withdrawal rate of students in MOOCs.

Anahtar Kelimeler

Massive open online courses open and distance learning gamification

Kaynakça

  • Adams, C., Yin, Y., Vargas Madriz, L. F., & Mullen, C. S. (2014). A phenomenology of learning large: The tutorial sphere of xMOOC video lectures. Distance Education, 35(2), 202-216.
  • Admiraal, W., Huisman, B., & Pilli, O. (2015). Assessment in massive open online courses. Electronic Journal of E-learning, 13(4), 207-216.
  • AlDahdouh, A., Osorio, A., & Caires, S. (2015). Understanding knowledge network, learning and connectivism. International journal of instructional technology and distance learning, 12(10), 3-21.
  • Alraimi, K. M., Zo, H., & Ciganek, A. P. (2015). Understanding the MOOCs continuance: The role of openness and reputation. Computers & Education, 80, 28-38.
  • Anderson, A., Huttenlocher, D., Kleinberg, J., & Leskovec, J. (2014, Mart). Engaging with massive online courses. 23rd International
  • Conference on World Wide Web sunulan bildiri (ss. 687-698).
  • Antonaci, A., Klemke, R., Kreijns, K., & Specht, M. (2018). Get gamification of MOOC right! International Journal of Serious Games, 5(3), 61-78. Aparicio, M., Oliveira, T., Baco, F. & Painho, M. (2019). Gamification: A key determinant of massive open online course (MOOC). Information & Management, 56(2019), 39- 54.
  • Borrás-Gené, O., Martínez-Núñez, M. & Martín-Fernández, L. (2019). Enhancing fun through gamification to improve engagement in MOOC. Informatics, 6(28), 1-19.
  • Breslow, L., Pritchard, D. E., DeBoer, J., Stump, G. S., Ho, A. D., & Seaton, D. T. (2013). Studying learning in the worldwide classroom research into edX's first MOOC. Research & Practice in Assessment, 8, 13-25.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
  • Buchem, H., Merceroni A., & Kreutel, J. (2015). werable enhanced learning for healthy ageing: Conceptual framework and architecture of “Fitness MOOC”. Interaction Design and Architecture(s) Journal, 24(2015). 111- 124.
  • Butler, A. C., Marsh, E. J., Slavinsky, J. P., & Baraniuk, R. G. (2014). Integrating cognitive science and technology improves learning in a stem classroom. Educational Psychology Review, 26(2), 331-340.
  • Büyüköztürk, Ş., Akgün, Ö. E., Demirel, F., Karadeniz, Ş., & Çakmak, E. K. (2015). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi.
  • Chang, J., & Wei, H. (2016). Exploring engaging gamification mechanics in massive online courses. Educational Technology & Society, 19(1), 177-203.
  • Cheong, C., Filippou, J., & Cheong, F. (2014). Towards the gamification of learning: Investigating student perceptions of game elements. Journal of Information Systems Education, 25(3), 233-244.
  • Clark, R. E., & Mayer, R. E. (2016). e-Learning and the sciednce of instruction. New Jersey: Wilson
  • Cross, S., Whitelock, D., & Galley, R. (2014). The use, role and reception of open badges as a method for formative and summative reward in two Massive Open Online Courses. International Journal of e-Assessment, 4(1), 1-16.
  • Cruaud, C. (2018). The playful frame: gamification in a French-as-a-foreign-language class. Innovation in Language Learning and Teaching, 12(4), 330-343.
  • Cruz-Benito, J., Borras-Gene, O., Garcia-Penalvo, F. J., Blanco, Á. F., & Theron, R. (2017). Learning communities in social networks and their relationship with the MOOCs. IEEE Revista Iberoaericana de Tecnologias del Aprendizaje, 12(1), 24- 36.
  • De-Marcos, L., Domínguez, A., Saenz-de-Navarrete, J., & Pagés, C. (2014). An empirical study comparing gamification and social networking on e-learning. Computers & Education, 75, 82-91.
  • Denny, P. (2013, Nisan). The effect of virtual achievements on student engagement. SIGCHI Conference on Human Factors in Computing Systems sunulan bildiri (ss. 763-772). https://doi.org/10.1145/2470654.2470763
  • Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011, Eylül). From game design elements to gamefulness: defining gamification. 15th International Academic Mindtrek Conference: Envisioning Future Media Environments sunulan bildiri (ss. 9-15). https://doi.org/10.1145/2181037.2181040
  • Dikshit, J., Garg, S., & Panda, S. (2013). Pedagogic Effectiveness of Print, Interactive Multimedia, and Online Resources: A Case Study of IGNOU. International Journal of Instruction, 6(2), 193-210.
  • Domínguez, A., Saenz-De-Navarrete, J., De-Marcos, L., FernáNdez-Sanz, L., PagéS, C., & MartíNez-HerráIz, J. J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63, 380-392.
  • Dong, T., Dontcheva, M., Joseph, D., Karahalios, K., Newman, M., & Ackerman, M. (2012, Mayıs). Discovery-based games for learning software. SIGCHI Conference on Human Factors in Computing Systems sunulan bildiri (ss. 2083 -2086). https://doi.org/10.1145/2207676.2208358
  • Ferro, L. S. (2021). The Game Element and Mechanic (GEM) framework: A structural approach for implementing game elements and mechanics into game experiences. Entertainment Computing, 36, 100375.
  • Fitz-Walter, Z., Tjondronegoro, D. W., ve Wyeth, P. (2011, Aralık). Orientation passport: using gamification to engage university students. 23rd Australian Computer-Human Interaction Conference sunulan bildiri. https://eprints.qut.edu.au/46739/1/OrientationPassport-fitz-walter.pdf
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Kitlesel Açık Çevrimiçi Derslerde (KAÇD) Oyunlaştırma

Yıl 2021, Cilt: 3 Sayı: 2, 136 - 157, 24.12.2021

Zeynep Cömert Ergün Akgün

https://doi.org/10.53694/bited.1017932
Cited By: 1

Öz

Kitlesel açık çevrim içi dersler (KAÇD) gün geçtikçe kaydolan öğrenenlerin sayısında büyük bir artış yaşanmakla birlikte, geleneksel anlayışında dışında bir eğitim-öğretim ortamına geçiş, öğretim tasarımcılarının karşısına yeni nesil öğrenme yönetim problemleri ortaya çıkarmaya başlamıştır. Bu problemlerin başında da dersten çekilme oranlarının yüksek oluşu gelmektedir. Geleneksel öğrenme ortamlarında öğrenenin derse katılımına ve katkısına olumlu yönde katkı sağlayan oyunlaştırma, KAÇD’lere de entegre edilen bir yöntem olarak öne çıkmaktadır. Bu çalışma kapsamında KAÇD’lerde oyunlaştırmanın öğrencilerin devam durumu, öğrenme kalıcılığı ve motivasyonunu üzerindeki etkisini ortaya koymak amacıyla tematik analiz yapılmıştır. Bu amaç doğrultusunda “Massive Open Online Course”, “MOOC” ve “gamification” anahtar kelimeleri ile, SCI-Expanded, SSCI, AHCI, ERIC, Australian Education Index, British Education Index, H.W. Wilson Index ve TR Dizin'de taranan ve araştırmanın amacı ile örtüşen toplam 9 araştırma makalesi araştırmanın örneklemine dahil edilmiştir. Gerçekleştirilen bu incelemeler çerçevesinde KAÇD’lerde oyunlaştırmanın dersten çekilme üzerindeki etkisini incelemeyi amaçlayan çalışmalarda ödül, rozet ve puan gibi öğrenenlere geri bildirim amacıyla sıklıkla kullanıldığı tespit edilmiştir. Yapılan oyunlaştırma tasarımı ile öğrencilerin derse devamlılığının sağlanması noktasında oyunlaştırmanın etkili bir yöntem olarak öne çıktığı belirlenmiştir. Ancak KAÇD’lerde öğrencilerin dersten çekilme oranlarının düşürülmesi için başta ölçme-değerlendirme süreci olmak üzere öğretim tasarımına yönelik daha köklü değişimlere ihtiyaç olduğu ortaya konulmuştur.

Anahtar Kelimeler

Kitlesel açık çevrimiçi dersler açık ve uzaktan öğrenme oyunlaştırma

Kaynakça

  • Adams, C., Yin, Y., Vargas Madriz, L. F., & Mullen, C. S. (2014). A phenomenology of learning large: The tutorial sphere of xMOOC video lectures. Distance Education, 35(2), 202-216.
  • Admiraal, W., Huisman, B., & Pilli, O. (2015). Assessment in massive open online courses. Electronic Journal of E-learning, 13(4), 207-216.
  • AlDahdouh, A., Osorio, A., & Caires, S. (2015). Understanding knowledge network, learning and connectivism. International journal of instructional technology and distance learning, 12(10), 3-21.
  • Alraimi, K. M., Zo, H., & Ciganek, A. P. (2015). Understanding the MOOCs continuance: The role of openness and reputation. Computers & Education, 80, 28-38.
  • Anderson, A., Huttenlocher, D., Kleinberg, J., & Leskovec, J. (2014, Mart). Engaging with massive online courses. 23rd International
  • Conference on World Wide Web sunulan bildiri (ss. 687-698).
  • Antonaci, A., Klemke, R., Kreijns, K., & Specht, M. (2018). Get gamification of MOOC right! International Journal of Serious Games, 5(3), 61-78. Aparicio, M., Oliveira, T., Baco, F. & Painho, M. (2019). Gamification: A key determinant of massive open online course (MOOC). Information & Management, 56(2019), 39- 54.
  • Borrás-Gené, O., Martínez-Núñez, M. & Martín-Fernández, L. (2019). Enhancing fun through gamification to improve engagement in MOOC. Informatics, 6(28), 1-19.
  • Breslow, L., Pritchard, D. E., DeBoer, J., Stump, G. S., Ho, A. D., & Seaton, D. T. (2013). Studying learning in the worldwide classroom research into edX's first MOOC. Research & Practice in Assessment, 8, 13-25.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
  • Buchem, H., Merceroni A., & Kreutel, J. (2015). werable enhanced learning for healthy ageing: Conceptual framework and architecture of “Fitness MOOC”. Interaction Design and Architecture(s) Journal, 24(2015). 111- 124.
  • Butler, A. C., Marsh, E. J., Slavinsky, J. P., & Baraniuk, R. G. (2014). Integrating cognitive science and technology improves learning in a stem classroom. Educational Psychology Review, 26(2), 331-340.
  • Büyüköztürk, Ş., Akgün, Ö. E., Demirel, F., Karadeniz, Ş., & Çakmak, E. K. (2015). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi.
  • Chang, J., & Wei, H. (2016). Exploring engaging gamification mechanics in massive online courses. Educational Technology & Society, 19(1), 177-203.
  • Cheong, C., Filippou, J., & Cheong, F. (2014). Towards the gamification of learning: Investigating student perceptions of game elements. Journal of Information Systems Education, 25(3), 233-244.
  • Clark, R. E., & Mayer, R. E. (2016). e-Learning and the sciednce of instruction. New Jersey: Wilson
  • Cross, S., Whitelock, D., & Galley, R. (2014). The use, role and reception of open badges as a method for formative and summative reward in two Massive Open Online Courses. International Journal of e-Assessment, 4(1), 1-16.
  • Cruaud, C. (2018). The playful frame: gamification in a French-as-a-foreign-language class. Innovation in Language Learning and Teaching, 12(4), 330-343.
  • Cruz-Benito, J., Borras-Gene, O., Garcia-Penalvo, F. J., Blanco, Á. F., & Theron, R. (2017). Learning communities in social networks and their relationship with the MOOCs. IEEE Revista Iberoaericana de Tecnologias del Aprendizaje, 12(1), 24- 36.
  • De-Marcos, L., Domínguez, A., Saenz-de-Navarrete, J., & Pagés, C. (2014). An empirical study comparing gamification and social networking on e-learning. Computers & Education, 75, 82-91.
  • Denny, P. (2013, Nisan). The effect of virtual achievements on student engagement. SIGCHI Conference on Human Factors in Computing Systems sunulan bildiri (ss. 763-772). https://doi.org/10.1145/2470654.2470763
  • Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011, Eylül). From game design elements to gamefulness: defining gamification. 15th International Academic Mindtrek Conference: Envisioning Future Media Environments sunulan bildiri (ss. 9-15). https://doi.org/10.1145/2181037.2181040
  • Dikshit, J., Garg, S., & Panda, S. (2013). Pedagogic Effectiveness of Print, Interactive Multimedia, and Online Resources: A Case Study of IGNOU. International Journal of Instruction, 6(2), 193-210.
  • Domínguez, A., Saenz-De-Navarrete, J., De-Marcos, L., FernáNdez-Sanz, L., PagéS, C., & MartíNez-HerráIz, J. J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63, 380-392.
  • Dong, T., Dontcheva, M., Joseph, D., Karahalios, K., Newman, M., & Ackerman, M. (2012, Mayıs). Discovery-based games for learning software. SIGCHI Conference on Human Factors in Computing Systems sunulan bildiri (ss. 2083 -2086). https://doi.org/10.1145/2207676.2208358
  • Ferro, L. S. (2021). The Game Element and Mechanic (GEM) framework: A structural approach for implementing game elements and mechanics into game experiences. Entertainment Computing, 36, 100375.
  • Fitz-Walter, Z., Tjondronegoro, D. W., ve Wyeth, P. (2011, Aralık). Orientation passport: using gamification to engage university students. 23rd Australian Computer-Human Interaction Conference sunulan bildiri. https://eprints.qut.edu.au/46739/1/OrientationPassport-fitz-walter.pdf
  • Flores, E. G. R., Mena, J., Montoya, M. S. R., & Velarde, R. R. (2020). The use of gamification in xMOOCs about energy: Effects and predictive models for participants’ learning. Australasian Journal of Educational Technology, 36(2), 43-59.
  • Glover, I. (2013, Ocak). Play as you learn: Gamification as a technique for motivating learners. World Conference on Educational Multimedia, Hypermedia and Telecommunications sunulan bildiri. http://shura.shu.ac.uk/7172/1/glover_- play_as_you_learn_-
  • Graham, C. R. (2006). Blended learning systems. C.J. Bonk ve C.R. Graham (Ed.) The Handbook of Blended Learning, 3-21.
  • Greene, J. A., Oswald, C. A., & Pomerantz, J. (2015). Predictors of retention and achievement in a massive open online course. American Educational Research Journal, 52(5), 925-955.
  • Guo, P. J., Kim, J., & Rubin, R. (2014, Mart). How video production affects student engagement: An empirical study of MOOC videos. ACM conference on Learning@ Scale Conference sunulan bildiri. (ss. 41-50). http://up.csail.mit.edu/other-pubs/las2014-pguo-engagement.pdf
  • Gül, Ş., & Sözbilir, M. (2015). Fen ve matematik eğitimi alanında gerçekleştirilen ölçek geliştirme araştırmalarına yönelik tematik içerik analizi. Eğitim ve Bilim, 40(178), 85- 102.
  • Gülbahar, Y. (2009). E-öğrenme. Ankara: Pegem Akademi.
  • Gündüz, A. Y., & Akkoyunlu, B. (2020). Effectiveness of gamification in flipped learning. SAGE Open, 10(4), 1-16.
  • Hakulinen, L., Auvinen, T., & Korhonen, A. (2015). The effect of achievement badges on students’ behavior: An empirical study in a university-level computer science course. International Journal of Emerging Technologies in Learning (iJET), 10(1), 18-29.
  • Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152-161.
  • Horzum, M. (2010). Uzaktan eğitimde uzaklığın boyutları ve tasarımı: coğrafi uzaklığa karşıntransaksiyonel (psikolojik ve iletişimsel) uzaklığın azaltılması. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, (20), 95-118.
  • Huang, B., Hwang, G. J., Hew, K. F., & Warning, P. (2019). Effects of gamification on students’onlineinteractive patterns and peer-feedback. Distance Education, 40(3), 350-379.
  • Hutton, B., Catala-Lopez, F., & Moher, D. (2016). The PRISMA statement extension for systematic reviews incorporating network meta-analysis: PRISMA-NMA. Med Clin (Barc), 147(6), 262-266.
  • İşman, A. (2008). Uzaktan eğitim. Ankara: Pegem Akademi.
  • Jordan, K. (2014). Initial trends in enrolment and completion of massive open online courses. The International Review of Research in Open and Distributed Learning, 15(1), 133-159.
  • Kapp, K. M. (2012). The gamification of learning and intruction: Game-based methods and strategies for training and education. John Wiley & Sons.
  • Khalil, M., Ebner, M., & Admiraal, W. F. (2017, Ekim). How can gamification improve MOOC student engagement? The European Conference on Game Based Learning sunulan bildiri (ss. 819-828). https://scholarlypublications.universiteitleiden.nl/access/item%3A2903828/view
  • Kleiman, G., Wolf, M. A., & Frye, D. (2015). Educating educators: Designing MOOCs for professional learning. P. Kim (Ed.), The MOOC Revolution: Massive Open Courses and The Future of Education (ss. 117-146). New York and London: Routledege.
  • Knobloch, K., Yoon, U., & Vogt, P. M. (2011). Preferred reporting items for systematic reviews and meta-amlyses (PRISMA) statement and publication bias. Journal of Cranio-Maxillofacial Surgery, 39(2), 91-92.
  • Krause, M., Mogalle, M., Pohl, H., & Williams, J. J. (2015, Mart). A playful game changer: Fostering student retention in Online education with social gamification. Second (2015) ACM Conference on Learning@ Scale sunulan bildiri (ss. 95- 102). https://www2.hci.uni-hannover.de/papers/Krause2015.pdf
  • Lewis, Z. H., Swartz, M. C., & Lyons, E. J. (2016). What's the point?: a review of reward systems implemented in gamification interventions. Games For Health Journal, 5(2), 93-99.
  • Lim, D. H., & Morris, M. L. (2009). Learner and instructional factors influencing learning outcomes within a blended learning environment. Journal of Educational Technology & Society, 12(4), 282-293.
  • Loeckx, J. (2016), Blurring boundaries in education: conext and impact of MOOCs. International Review of Research in Open and Distributed Learning, 17(3), 93- 121.
  • Mayring, P. (2000). Nitel sosyal araştırmaya giriş (Çev. A Gümüş ve MS Durgun). Adana: Baki Kitabevi.
  • Mayer, R. E. (2009). Multimedia learning. New York: Cambridge Press.
  • Mayer, R. E. & Johnson, C. I. (2008). Revising the redundancy principle in multimedialearning. Journal of Educational Psychology, 100(2), 380-386.
  • Merriam, S. B. (2018). Nitel araştırma desen ve uygulama için bir rehber (S. Turan, Çevirmen). Ankara: Nobel.
  • Moher, D., Altman, D. G., Liberati, A., & Tetzlaff, J. (2011). PRISMA statement. Epidemiology, 22(1), 128.
  • Moore, M. (1993) Theory of transactional distance. D. Keegan (Ed.). Theoretical Principles of Distance education (ss. 22-38). Londra: Routledge.
  • Moore, M. G., & Kearsley, G. G. (1996). Distance education: A system view. Kaliforniya: Wadsworth.
  • Morschheuser, B. S., Rivera-Pelayo, V., Mazarakis, A., & Zacharias, V. (2014). Interaction and reflection with quantified self and gamification: an experimental study. Journal of Literacy and Technology, 15(2), 136-156.
  • Nakamura, J., & Csikszentmihalyi, M. (2002). The concept of flow. C. R. Snyder, ve S. J. Lopez, (Ed.). Handbook of Positive Psychology (ss. 89-105). New York: Oxford University Press.
  • Nicholson, S. (2012, Haziran). A user-Centered theoretical framework for meaningful gamification, Games+ Learning+ Society 8.0. sunulan bildiri. Madison, USA. https://scottnicholson.com/pubs/meaningfulframework.pdf
  • Olsson, M., Mozelius, P. & Colini J. (2015). Visualisation and gamification of e-learning and programming education. The Electronic Journal of e-Learning, 13(6), 441- 454.
  • Ortega-Arranz, A., Bote-Lorenzo, M. L., Asensio-Perez, J. I., Martinez-Mones, A., Gomez-Sanchez, E., & Dimitriadis, Y. (2019). To reward and beyond: Analyzing the effect of reward-based strategies in a MOOC. Computers & Education, 142, 1-14.
  • Özden, M., & Cavlazoğlu, B. (2015). İlköğretim fen dersi öğretim programlarında bilimin doğası: 2005 ve 2013 programlarının incelenmesi. Eğitimde Nitel Araştırmalar Dergisi, 3(2), 40-65.
  • Park, J. H., & Choi, H. J. (2009). Factors influencing adult learners' decision to drop out or persist in online learning. Journal of Educational Technology & Society, 12(4), 207-217.
  • Pink, D. H. (2009). Drive. (Göktem, L. Çev.) İstanbul: Kapital Medya Hizmetleri.
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  • Ramírez‐Donoso, L., Pérez‐Sanagustín, M., & Neyem, A. (2018). MyMOOCSpace: Mobile cloud‐based system tool to improve collaboration and preparation of group assessments in traditional engineering courses in higher education. Computer Applications in Engineering Education, 26(5), 1507-1518.
  • Rincón-Flores, E. G., Mena, J., & Montoya, M. S. R. (2020). Gamification: a new key for enhancing engagement in MOOCs on energy? International Journal on Interactive Design and Manufacturing (IJIDeM), 14(4), 1379-1393.
  • Romero-Rodriguez, L. M., Ramirez-Montoya, M. S., & González, J. R. V. (2019). Gamification in MOOCs: Engagement application test in energy sustainability courses. IEEE Access, 7, 32093-32101.
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  • Sailer, M., & Homner, L. (2020). The gamification of learning: A meta-analysis. Educational Psychology Review, 32, 77–112.
  • Saputro, R. E., Salam, S., Zakaria, M. H. & Anwari T. (2019). A gamification framework to enhance students’ intrinsic motivation on MOOC. Telkomnika, 17(1), 170-178
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  • Tam, M. (2000). Constructivism, instructional design, and technology: Implications for transforming distance learning. Journal of Educational Technology & Society, 3(2), 50-60.
  • Vaibhav, A., & Gupta, P. (2014). Gamification of MOOCs for increasing user engagement. 2014 IEEE International Conference on MOOC, Innovation and Technology in Education (MITE) sunulan bildiri.(ss. 290-295). IEEE.
  • Weinhardt, J. M., & Sitzmann, T. (2019). Revolutionizing training and education? Three questions regarding massive open online courses (MOOCs). Human Resource Management Review, 29(2), 218-225.
  • Werbach, K., & Hunter, D. (2012). For the win: How game thinking can revolutionize your business. Wharton Digital Press.
  • Xiao, C., Qiu, H., & Cheng, S. M. (2019). Challenges and opportunities for effective assessments within a quality assurance framework for MOOCs. Journal of Hospitality, Leisure, Sport & Tourism Education, 24, 1-16.
  • Xu, H., Song, D., Yu, T., & Tavares, A. (2017). An enjoyable learning experience in personalising learning based on knowledge management: A case study. EURASIA Journal of Mathematics, Science and Technology Education, 13(7), 3001-3018.
  • Yang, L. (2015). Dilemma and development strategy of MOOC localization. International Conference on Information Technology in Medicine and Education (ITME) sunulan bildiri (ss. 439-442). IEEE.
  • Yıldırım, İ., & Demir, S. (2014). Gamification and education Oyunlaştırma ve eğitim. Journal of Human Sciences, 11(1), 655-670.
  • Zhang, D. (2005). Interactive multimedia-based e-learning: A study of effectiveness. The American Journal of Distance Education, 19(3), 149-162.
  • Zheng, L., & Smaldino, S. (2003). Key instructional design elements for distance education. Quarterly Review of Distance Education, 4(2), 153-66.
  • Zuckerman, O., & Gal-Oz, A. (2014). Deconstructing gamification: evaluating the effectiveness of continuous measurement, virtual rewards, and social comparison for promoting physical activity. Personal and Ubiquitous Computing, 18(7), 1705-1719.
Toplam 86 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Üzerine Çalışmalar
Bölüm Araştırma Makaleleri
Yazarlar

Zeynep Cömert 0000-0002-1841-4194

Ergün Akgün 0000-0002-7271-6900

Yayımlanma Tarihi 24 Aralık 2021
Gönderilme Tarihi 2 Kasım 2021
Kabul Tarihi 14 Aralık 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 3 Sayı: 2

Kaynak Göster

APA Cömert, Z., & Akgün, E. (2021). Kitlesel Açık Çevrimiçi Derslerde (KAÇD) Oyunlaştırma. Bilgi Ve İletişim Teknolojileri Dergisi, 3(2), 136-157. https://doi.org/10.53694/bited.1017932

Cited By

Sosyal Bilgiler Derslerinde Oyunlaştırma
Uluslararası Ders Kitapları ve Eğitim Materyalleri Dergisi
https://doi.org/10.53046/ijotem.1112220
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