Ortaokul Öğrencilerinin Fene Yönelik Motivasyonlarında Dijital Oyun Tabanlı Öğrenme Yaklaşımının Etkisi
Özet
Bu çalışmanın amacı, okul dışı öğrenme ortamı çerçevesinde yürütülen Dijital Oyun Tabanlı Öğrenme (DOTÖ) yaklaşımının ortaokul 6. sınıf öğrencilerinin fene yönelik motivasyon düzeylerine olan etkisini incelemektir. Ön-test son-test kontrol gruplu yarı-deneysel desene göre kurgulanan araştırmada, 2020-2021 eğitim-öğretim yılı güz döneminde 50 öğrenci (28 kız, 22 erkek) yer almış ve katılan öğrenciler deney ile kontrol gruplarına rastgele atanmışlardır. Uygulama süreci çevrimiçi bir platformda haftada iki kez birer saatlik oturumlar hâlinde dört hafta boyunca "Güneş Sistemi ve Tutulmalar" ünitesi kapsamında gerçekleştirilmiştir. Deney grubunda Scratch platformu ile tasarlanmış eğitsel dijital oyunlar entegre edilirken, kontrol grubunda ise ders kitabı ve kitapta yer alan etkinlikler kullanılmıştır. Araştırmanın verileri, 23 maddeden oluşan ve güvenirlik katsayısı Cronbach’s Alpha = ,92 olarak hesaplanan İşe Yararlılık Değeri Odaklı İlgi ve Performans Ölçeği (İYDO-İPÖ) ile toplanarak SPSS programında t-testleri aracılığıyla analiz edilmiştir. Analiz sonuçları, uygulama öncesinde grupların motivasyon düzeylerinin denk olduğunu (p > ,01), uygulama sonrasında ise deney grubu öğrencilerinin fene yönelik motivasyon puanlarının kontrol grubuna kıyasla istatistiksel olarak anlamlı bir farkla yükseldiğini ve bu farkın orta düzeyde bir etki büyüklüğüne (Cohen’s d = 0,79) sahip olduğunu göstermiştir. Elde edilen bulgular doğrultusunda, DOTÖ yaklaşımının soyut fen kavramlarını somutlaştırıp eğlenceli, aktif ve etkileşimli bir öğrenme süreci sunarak ortaokul öğrencilerinin fene yönelik motivasyonlarını olumlu yönde geliştirdiği sonucuna varılmıştır.
The aim of this study is to examine the effect of the Digital Game-Based Learning (DGBL) approach, conducted within the framework of an out-of-school learning environment, on the science motivation levels of 6th-grade middle school students. In the research designed according to the pre-test post-test control group quasi-experimental design, 50 students (28 female, 22 male) participated during the fall semester of the 2020-2021 academic year, and the participating students were randomly assigned to the experimental and control groups. The implementation process was carried out on an online platform in two one-hour sessions per week over four weeks within the unit of "Solar System and Eclipses". While educational digital games designed with the Scratch platform were integrated into the experimental group, the textbook and the activities included in the book were used in the control group. The research data were collected using the Utility Value-Oriented Interest and Performance Scale (UVO-IPS), consisting of 23 items with a calculated reliability coefficient of Cronbach's Alpha = .92, and analyzed via t-tests in the SPSS program. The analysis results showed that the motivation levels of the groups were equivalent prior to the implementation (p > .01), whereas after the implementation, the science motivation scores of the students in the experimental group increased with a statistically significant difference compared to the control group, demonstrating a medium effect size (Cohen's d = 0.79). In light of the findings obtained, it was concluded that the DGBL approach positively enhances middle school students' motivation toward science by concretizing abstract science concepts and offering a fun, active, and interactive learning process.
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