The Effects of Activities Enriched with Game Elements in Mathematics Lessons

Selen Galiç; Bahadır Yıldız

doi:10.24310/innoeduca.2023.v9i1.15396

Authors

Selen Galiç Hacettepe University Turkey https://orcid.org/0000-0002-3524-6428
Bahadır Yıldız Hacettepe University Turkey https://orcid.org/0000-0003-4816-3071

DOI:

https://doi.org/10.24310/innoeduca.2023.v9i1.15396

Keywords:

Differentiated instruction, gamification, mathematics teaching, player type

Abstract

Differentiated instruction is a form of teaching. The content, processes, products, or learning environment can be differentiated with respect to students' readiness to learn, interests, and learner profiles. Enrichment, one of the differentiation strategies, can be described as the student’s intensive work on any subject or area. Using game elements can also impact students' achievement, mathematics attitude, and motivation. The aim of this study was to investigate the influence of activities enriched with game elements on students’ learner profiles in mathematics lessons and their achievement, motivation, and attitudes. This current study used the quantitative quasi-experimental approach with 24 6^th-grade students during two weeks. The Learner Profile Scale was used on the students and then mathematics activities with game elements were prepared for experimental group. An Academic Achievement Test and Attitude and Motivation Towards Mathematics Scales were used as data collection tools before and after the implementation of activities enriched with game elements. Mann Whitney U Test is used to analyse the differences between experimental and control group. Wilcoxon Signed Rank Test is used to analysed the difference pre- and post-test both experimental and control group. According the result significant point for students’ academic achievement, motivation and attitude is found as .229, .002 and .043 respectively. Effect size is calculated for students’ academic achievement, attitudes and motivation as .34, .58 and .58 respectively. As a result of this study, the use of enriching game elements had positive and larger effect on students’ motivation, and attitude in mathematics lessons. Although the differences between experimental and control group is not found significantly for the student's achievement, there is a difference between pre- and post-test and the size of effects is calculated as medium. Hence, the educational gamify activities should be design by considering the students’ types.

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

References

Abramovich, S., Schunn, C., & Higashi, R.M. (2013). Are badges useful in education?: It depends upon the type of badge and expertise of learner. Educational Technology Research and Development, 61, 217–232. https://doi.org/10.1007/s11423-013-9289-2.

Aktan, S., & Tezci, E. (2013). The mathematical motivation scale (MMS) study of reliability and validity. The Journal of Academic Social Science Studies, 6(4), 57-77. https://doi.org/10.9761/JASSS1173.

Alsawaier, R. S. (2018). The effect of gamification on motivation and engagement. The International Journal of Information and Learning Technology, 35(1), 56 79. https://doi.org/10.1108/IJILT-02-2017-0009.

Andersen, E., & Downey, B. (2001). The MUD personality test. The MUD Companion, 1, 33–35. https://web.archive.org/web/20000818064001/http://www.andreasen.org/bartle/stats.cgi.

Bal, M. (2019). Use of digital games in writing education: an action research on gamification. Comtemporary Educational Technology, 10(3), 246-271. https://doi.org/10.30935/cet.590005.

Bayram, Y. T., & Çal??kan, H. (2019). Gamified creative activities used in social studies courses: action research. Journal of Individual Differences in Education, 1(1), 30-49. https://dergipark.org.tr/tr/download/article-file/724822.

Bell, K. R. (2014). Online 3.0-The rise of the gamer educator the potential role of gamification in online education [Doctorate Thesis, University of Pennsylvania]. UPENN. https://repository.upenn.edu/dissertations/AAI3635727

Bergmann, N., Schacht, S., Gnewuch, U., & Maedche, A. (Eds.). (2017). Proceedings of the 38th International Conference on Information Systems (ICIS). Karlsruhe Institute of Technology.

Buckley, P., & Doyle, E. (2016). Gamification and student motivation. Interactive Learning Environments, 24(6), 1162-1175. https://doi.org/10.1080/10494820.2014.964263.

Chen, C.C., Huang, C., Gribbins, M., & Swan, K. (2018). Gamify online courses with tools built into your learning management system (LMS) to enhance self-determined and active learning. Online Learning, 22(3), 41-54. https://doi.org/10.24059/olj.v22i3.1466.

Cohen, J. (1992). Statistical power analysis. Current Directions in Psychological Science, 1(3), 98-101.

Cutts N. E., & Moseley, N. (2004). Education of gifted and talented children (?smail Ersevim.). Özgür Publications.

Deterding, S., Sicart, M., Nacke, L.E., O’Hara, K., & Dixon, D. (2011). Gamification. using game-design elements in non-gaming contexts. Proceedings of 2011 Annual Conference Extended Abstracts on Human Factors in Computing Systems (CHI EA'11). ACM Digital Library. https://dl.acm.org/doi/10.1145/1979742.1979575.

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. http://dx.doi.org/10.1016/j.compedu.2012.12.020.

Fraenkel, J. R., & Wallen, N. E. (2003). How to design and evaluate research in education. McGraw-Hill.

Galiç, S., & Y?ld?z, B. (2020, Nov.22). Development of Learner Profile Scale To Be Used To Identify Students’ Player Types. 2th International Conference on Science, Mathematics, Entrepreneurship and Technology Education, Virtual, Turkey. http://2020.fmgtegitimikongresi.com/dosyalar/files/ozetler2.pdf.

Hakulinen, L., Auvinen, T., & Korhonen, A. (2015). The effect of achievement 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. https://doi.org/10.3991/ijet.v10i1.4221.

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. https://doi.org/10.1016/j.compedu.2014.08.019.

Harrold, D. J. (2015). Game on: a qualitative case study on the effects of gamified curriculum design on student motivational learning habits [Doctorate Thesis, Robert Morris University]. ProQuest Dissertations and Theses.

Huzinga, J. (1955). Homo Ludens: A Study of the Play Element in Culture. The Beacon Press.

Karamert, Ö., & Kuyumcu Vardar, A. (2021). The effect of gamification on young mathematics learners’ achievements and attitudes. Journal of Educational Technology & Online Learning, 4(2), 96-114. https://files.eric.ed.gov/fulltext/EJ1307874.pdf.

Karata?, E. (2014). Gamification in Education: Research Trends. Ahi Evran University Journal of Education Faculty, 15(2), 315 – 333. https://doi.org/10.24106/kefdergi.380982.

Kim, J. T., & Lee, W. H. (2015). Dynamical model for gamification of learning (DMGL). Multimedia Tools and Applications, 74(19), 1-11. https://doi.org/10.1007/s11042-013-1612-8.

Marín Suelves, D., Vidal Esteve, M. I., Donato, D., & Granados Saiz, J. (2021). Análisis del estado del arte sobre el uso de los videojuegos en Educación Infantil y Primaria. Innoeduca: international journal of technology and educational innovation. 7(2), 4-18. https://doi.org/10.24310/innoeduca.2021.v7i2.11541

Me?e, C., & Dursun, Ö. (2018). Effectiveness of gamification elements in blended learning environments. Turkish Online Journal of Distance Education, 20(3), 119-142. https://doi.org/10.17718/tojde.601914.

Önal, N. (2013). Turkish adaptation study of attitudes towards mathematics in secondary school students. ?lkö?retim Online, 12(4), 938?948. https://doi.org/10.20860/ijoses.486630.

Polat, Y. (2014). A case study: Gamification and its effect on motivation of learners of English. [Master Thesis, Ça? University]. Council of Higher Education Thesis Center. https://acikbilim.yok.gov.tr/handle/20.500.12812/71558

?ahin, Y., Karada?, N., Bozkurt, A., Do?an, E., K?l?nç, H., U?ur, S., Gümü?, S., Öztürk, A., & Güler, C., (2017). The use of gamification in distance education: A web-based gamified quiz application, Turkish Online Journal of Qualitative Inquiry, 8(4), 372-395. https://doi.org/10.17569/tojqi.329742.

Santos, A.C.G., Oliveira, W., Hamari, J., Rodrigues, L., Toda, A. M., Palomino, P., & Isotani, S. (2021) The relationship between user types and gamification designs. User Model User-Adap Inter, 31, 907–940. https://doi.org/10.1007/s11257-021-09300-z.

Samur, Y. (2015). Gamifying a Hybrid Graduate Course [Conference session]. In Global Learn Conference, FernUniversitat in Hagen, Berlin, Germany.

Sezgin, S. (2016, May). ?nsan ve Oyun: Oyunlar?n Dünü, Bugünü, Yar?n?. VIII. International Congress of Educational Research, Çanakkale Onsekiz Mart University, Çanakkale, Turkey. http://congress.eab.org.tr/2016/media/2016_ozet_kitap.pdf.

Sezgin, S., Bozkurt, A., Y?lmaz, E., & Van Der Linden, N. (2018). Gamification, education and theoretical approaches: Motivation, engagement and sustainability in learning process. Mehmet Akif Ersoy Education Faculty, 0(45), 169-189. https://doi.org/10.21764/maeuefd.339909.

Suits, B. (1967). What Is a Game? Philosophy of Science, 34(2), 148-156. https://doi.org/10.1086/288138.

Toda, A. M., Klock, A. C., Oliveira, W., Palomino, P. T., Rodrigues, L., Shi, L., Bittencourt, I., Gasparini, I., Isotani, S., & Cristea, A. I. (2019). Analysing gamification elements in educational environments using an existing Gamification taxonomy. Smart Learning Environments, 6(1), 1-14. https://doi.org/10.1186/s40561-019-0106-1.

Tomlinson, C. A. (2001). Differentiated instruction in the regular classroom. Understanding Our Gifted, 14(1), 3-6.

Türkan, A. (2019). The effect of gamification method on the academic achievements, motivations and attitudes of secondary school students [Master Thesis, Atatürk University]. Council of Higher Education Thesis Center.

Welbers, K., Konijn, E. A., Burgers, C., de Vaate, A. B., Eden, A., & Brugman, B. C. (2019). Gamification as a tool for engaging student learning: A field experiment with a gamified app. E-Learning and Digital Media, 16(2), 92-109. https://doi.org/10.1177/2042753018818342.

Werbach, K. (2013). Gamification: “Gamification Design Framework”. Coursera.

Y?ld?r?m ?., & Demir S. (2014). Gamification and education. International Journal of Human Sciences, 11(1), 655-670. https://doi.org/10.14687/ijhs.v11i1.2765.

Yürük N. (2019). Edutainment: Using Kahoot! as a Review Activity in Foreign Language Classrooms. Journal of Educational Technology & Online Learning, 2(2), 89-101. https://doi.org/10.31681/jetol.557518.