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Bachelor	TR-NQF-HE: Level 6	QF-EHEA: First Cycle	EQF-LLL: Level 6

Course Introduction and Application Information

Course Code	Course Name	Semester	Theoretical	Practical	Credit	ECTS
CET3054	Game Based Learning	Spring Fall	3	0	3	6

This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester.

Basic information

Language of instruction:	English
Type of course:	Non-Departmental Elective
Course Level:	Bachelor’s Degree (First Cycle)
Mode of Delivery:	Face to face
Course Coordinator :	Dr. Öğr. Üyesi YAVUZ SAMUR
Recommended Optional Program Components:	There is no recommended optional program component.
Course Objectives:	Our primary goals will be as follows: • Analyze educational games to explain a range of potential learning applications • Decide what type of game would be an appropriate medium of instruction, given a set of objectives and a description of a learner group and context • Discuss the implications of different models, theories, topics and tools related to learning through digital games • Use, where appropriate, selected psychological theories to describe motivational and affective aspects of instruction, possible models being: Csikszentmihalyi's flow model, and Gee’s semiotics and identity • Explore the design and use of non-commercial and Commercial Off the Shelf (COTS) games in classrooms. • Describe and explain selected issues, people, concepts, and principles involved in the design of educational games • Explore the characteristics of effective digital game media, both designed for instructional use, and for entertainment. • Design and document an educational game storyboard or prototype, identifying target users, objectives, outcomes, and issues • Reflect on and explain the design processes you use in creating motivating educational games • Examine the potential and limitations of game based learning • Practice effective game-based teaching and learning

Learning Outcomes

The students who have succeeded in this course;
• Demonstrate reflective and critical thought about the value of game based learning
• Design, and develop games in the context of education and document its rules, attributes, context of use, and rationale
• Analyze the learning potential in a completed game or proposed design to determine whether or not it might be suitable for use in an educational setting.
• Locate and assess appropriate resources for gathering information about the efficacy of GBL

Course Content

Most recently, the study of computer games and digital games for education has become a major focus among teachers, scholars, practitioners, and developers. Therefore, this course is designed as an introduction to the use of computer games and digital games for instruction and learning. Although the study of games has been around for over fifty years, it has only been of late that richly designed digital applications have garnered such attention among educators, researchers, and policy makers.

Thus, in this course we will critically examine the adoption and use of games for education. Besides, students will explore the theories; possibilities, considerations and constraints related to the design of instructional games, and the use of learning and commercial entertainment games in classroom and out-of-class settings. Throughout the course, we will ask questions to include:

• What makes games interesting or fun?
• How can we maximize enjoyment without sacrificing instructional quality?
• What can be learned from games and how do we evaluate this?
These questions seek to uncover psychological and sociological effects of games and play.

Weekly Detailed Course Contents

Week	Subject	Related Preparation
1)	Required reading: No required reading for the first week	1. Review syllabus, course web site, & game titles and equipment
2)	Reading: 1. Schell (2008) Chapter 25 Prototyping, playtesting. 2. Prensky (2001) Chapter 16. Future of educational games
3)	Reading: Game elements for best learning -Learning theories -What is GBL? -What makes games engaging? (Prensky, 2001, Chapter 5&7)	1. Analyze educational games -Find at least 10 different educational games according to your interest -Analyze them and find commonalities -Among those games, decide which games might be appropriate medium of instruction for the target level and content. -Try to think about how you can use them in the real classroom setting. -Be ready to discuss these issues in classroom
4)	1. Prensky (2001) Chapter 12 Game-based instruction 2. Schell (2008) Chapter 10: -Game Genres -Some elements are game mechanics	1. Do some research on game genres and game mechanics 2. Summarize your research 3. Create a presentation on game genres and game mechanics 4. Be ready to present it to your classmates in 10 minutes
5)	Reading: Incorporating Educational Games into classrooms -How to use it -Learning models -Powerpoint games -Examples	Identifying -target users, -learning objectives, -learning methods, -choice of game and purpose -procedures -timing -methods used for assessment and evaluation -outcomes
6)	Presentations of the game based learning classes/training modules by the students in groups	Identifying -target users, -learning objectives, -learning methods, -choice of game and purpose -procedures -timing -methods used for assessment and evaluation -outcomes
7)	Presentations of the game based learning classes/training modules by the students in groups	Identifying -target users, -learning objectives, -learning methods, -choice of game and purpose -procedures -timing -methods used for assessment and evaluation -outcomes
8)	1. History of games in education 2. Prensky (2001) Chapter 1-2 3. Have learners changed? 4. 21st century skills	1. Do research on educational games 2. What is a game? 3. What is a digital game? 4. What is an educational game? 5. Read the first chapter of Schell’s book
9)	Reading: Schell (2008) Chapter 23 Instructional design vs. Game design Game design models	1. Do research on various game design models 2. Prepare a presentation for the game design models you find 3. Create your own game design model 4. Be ready to present your own game design model to your classmates
10)	Reading: Schell (2008) Chapter 24 Game Design Documents	1. If you have an educational game idea, be ready to present it to your classmates so that you can create a team 2. Present and advertise your idea to the classmates and build groups to work with 3. Do research on game design documents and find at least 3 different game design documents 4. Be ready to present the game design documents you find 5. Focus on the salient points/elements of the game design documents you find
11)	Reading: Objectives, Rules, Challenges, Assessments	Building an educational game 1. Do research on some of the specific game elements that you might use in your game 2. Be ready to present those elements in the class as a group. -Story (presenting story, cut scene, flashback, lecture, video, story line, bullet point…etc) -Game elements (graphics, award, beauty, competition, fantasy, hero, jeopardy, mastering, mystery, poll, scoring/grading, setting, timer…etc) -Pedagogical elements (cues, guide, mentor, noise, difficulty, speed, alert, feedback, tasks, replay, save, scaffolding, walk-through, illustration, strategies...etc)
12)	Various game examples from various types of platforms and contexts Augmented reality, mobile games, computer games, game platform titles, simulations…etc.
13)	Presentations of your game design	-Reflect on and explain the educational game design processes -Discuss other groups’ game designs
14)	Presentations of your game design	-Reflect on and explain the educational game design processes -Discuss other groups’ game designs

Sources

Course Notes / Textbooks:

Prensky, M. (2001). Digital Game-Based Learning. McGraw Hill. URL: http://www.amazon.com/Digital-Game-Based-Learning-Marc-Prensky/dp/0071454004

References:

Schell, J. (2008). The Art of Game Design: A Book Lenses
URL: http://www.amazon.com/Art-Game-Design-book-lenses/dp/0123694965

• Ito, M. et al., (2009). Hanging Out, Messing Around, and Geeking Out
URL: http://mitpress.mit.edu/catalog/item/default.asp?ttype=2&tid=11889

• Salen, K. (2007). The Ecology of Games: Connecting Youth, Games, and Learning. MIT Press.

• Gee, J.P. (2007). What Video Games Have to Teach Us About Learning and Literacy: Revised and Updated Edition. Palgrave Macmillan.

Evaluation System

Semester Requirements	Number of Activities	Level of Contribution
Project	1	% 70
Midterms	1	% 10
Final	1	% 20
Total		% 100
PERCENTAGE OF SEMESTER WORK		% 10
PERCENTAGE OF FINAL WORK		% 90
Total		% 100

ECTS / Workload Table

Activities	Number of Activities	Duration (Hours)	Workload
Course Hours	14	3	42
Presentations / Seminar	1	10	10
Project	1	80	80
Midterms	1	10	10
Final	1	20	20
Total Workload			162

Contribution of Learning Outcomes to Programme Outcomes

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Program Outcomes	Level of Contribution
1)	To be able to apply theoretical concepts related to mass communication, consumer behavior, psychology, persuasion,sociology, marketing, and other related fields to understand how advertising and brand communication works in a free-market economy.	2
2)	To be able to critically discuss and interpret theories, concepts, methods, tools and ideas in the field of advertising.	2
3)	To be able to research, create, design, write, and present an advertising campaign and brand strategies of their own creation and compete for an account as they would at an advertising agency.	2
4)	To be able to analyze primary and secondary research data for a variety of products and services.	2
5)	To be able to develop an understanding of the history of advertising as it relates to the emergence of mass media outlets and the importance of advertising in the marketplace.	2
6)	To be able to follow developments, techniques, methods, as well as research in advertising field; and to be able to communicate with international colleagues in a foreign language. (“European Language Portfolio Global Scale”, Level B1)	2
7)	To be able to take responsibility in an individual capacity or as a team in generating solutions to unexpected problems that arise during implementation process in the Advertising field.	3
8)	To be able to understand how advertising works in a global economy, taking into account cultural, societal, political, and economic differences that exist across countries and cultures.	2
9)	To be able to approach the dynamics of the field with an integrated perspective, with creative and critical thinking, develop original and creative strategies.	2
10)	To be able to to create strategic advertisements for print, broadcast, online and other media, as well as how to integrate a campaign idea across several media categories in a culturally diverse marketplace.	2
11)	To be able to use computer software required by the discipline and to possess advanced-level computing and IT skills. (“European Computer Driving Licence”, Advanced Level)	2
12)	To be able to identify and meet the demands of learning requirements.	2
13)	To be able to develop an understanding and appreciation of the core ethical principles of the advertising profession.	2