Scopus İndeksli Yayınlar Koleksiyonu

Permanent URI for this collectionhttps://hdl.handle.net/20.500.12416/8651

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Author: search.filters.author.Akkoyunlu, BuketSubject: search.filters.subject.Gamification

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  • Article
    Citation - WoS: 35
    Citation - Scopus: 49
    Effectiveness of Gamification in Flipped Learning
    (Sage Publications inc, 2020) Akkoyunlu, Buket; Gunduz, Abdullah Yasin
    The success of the flipped learning approach is directly related to the preparation process through the online learning environment. It is clear that the desired level of academic achievement cannot be reached if the students come to class without completing their assignments. In this study, we investigated the effect of the use of gamification in the online environment of flipped learning to determine whether it will increase interaction data, participation, and achievement. We used a mixed-methods sequential explanatory design, which implies collecting and analyzing quantitative and then qualitative data. In the online learning environment of the experimental group, we used the gamification. However, participants in the control group could not access the game components. According to the findings, the experimental group had higher scores in terms of interaction data, participation, and achievement compared with the control group. Students with low participation can be encouraged to do online activities with gamification techniques.
  • Article
    Citation - WoS: 4
    Citation - Scopus: 7
    The Gamification Tool for the Classroom Response Systems: Kahoot
    (Hacettepe Univ, 2020) Akkoyunlu, Buket; Gunduz, Abdullah Yasin
    Classroom response systems (CRS), which are used to gather immediate feedback from students throughout the teaching process, have been called by different names in the past and present. Examples of CRS implementations include question-answer systems, student response systems, electronic response systems, or cloud-based classroom response systems. The objective of this study is to inform educators who embrace flipped learning about students' perceptions of the use of Kahoot. This study employed a mixed-method research approach with 53 sophomore students. Both quantitative and qualitative data about Kahoot activity were gathered at the end of a 9-week flipped learning implementation process. At the end of the study, the students stated that a CRS may be used within the scope of any lesson. Students also underlined that the use of CRS in learning environments could be an efficient way to increase motivation for the lesson and create an enjoyable learning environment. Therefore, teachers may be advised to use CRS when deciding on classroom activities in flipped learning.