MEDICINE
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	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)	Integrates the knowledge, skills and attitudes acquired from basic and clinical medical sciences, behavioral sciences and social sciences, and uses them in health service delivery.
2)	In patient management, shows a biopsychosocial approach that takes into account the socio-demographic and sociocultural background of the individual, regardless of language, religion, race and gender.
3)	In the provision of health services, prioritizes the protection and development of the health of individuals and society.
4)	Taking into account the individual, societal, social and environmental factors affecting health; does the necessary work to maintain and improve the state of health.
5)	By recognizing the characteristics, needs and expectations of the target audience, provides health education to healthy/sick individuals and their relatives and other healthcare professionals.
6)	Shows a safe, rational and effective approach in health service delivery, prevention, diagnosis, treatment, follow-up and rehabilitation processes.
7)	Performs invasive and/or non-invasive procedures in diagnosis, treatment, follow-up and rehabilitation processes in a safe and effective way for the patient.
8)	Provides health services by considering patient and employee health and safety.
9)	In the provision of health services, takes into account the changes in the physical and socioeconomic environment on a regional and global scale, as well as the changes in the individual characteristics and behaviors of the people who apply to it.
10)	Takes good medical practice into account while carrying out his/her profession.
11)	Fulfills its duties and obligations within the framework of ethical principles, rights and legal responsibilities required by its profession.
12)	Demonstrates decisive behavior in providing high-quality health care, taking into account the integrity of the patient.
13)	Evaluates his/her performance in his/her professional practice by considering his/her emotions and cognitive characteristics.
14)	Advocates improving the provision of health services by considering the concepts of social reliability and social responsibility for the protection and development of public health.
15)	Can plan and carry out service delivery, training and consultancy processes related to individual and community health in cooperation with all components for the protection and development of health.
16)	Evaluates the impact of health policies and practices on individual and community health indicators and advocates increasing the quality of health services.
17)	The physician attaches importance to the protection of his/her own physical, mental and social health, and does what is necessary for this
18)	Shows exemplary behavior and leads the healthcare team during service delivery.
19)	Uses resources cost-effectively, for the benefit of society and in accordance with the legislation, in the planning, implementation and evaluation processes of health services in the health institution he/she is the manager of.
20)	Establishes positive communication within the health team it serves and assumes different team roles when necessary.
21)	Is aware of the duties and responsibilities of the health workers in the health team and acts accordingly.
22)	In the professional practices, works in harmony and effectively with the colleagues and other professional groups.
23)	Communicates effectively with patients, their relatives, healthcare professionals, other professional groups, institutions and organizations.
24)	Communicates effectively with individuals and groups that require a special approach and have different socio-cultural characteristics.
25)	In the diagnosis, treatment, follow-up and rehabilitation processes, shows a patient-centered approach that associates the patient with the decision-making mechanisms.
26)	Plans and implements scientific research, when necessary, for the population it serves, and uses the results and/or the results of other research for the benefit of the society.
27)	Reaches and critically evaluates current literature knowledge about his/her profession.
28)	Applies the principles of evidence-based medicine in clinical decision making.
29)	Uses information technologies to increase the effectiveness of its work on health care, research and education.
30)	Effectively manages individual work processes and career development.
31)	Demonstrates skills in acquiring and evaluating new knowledge, integrating it with existing knowledge, applying it to professional situations and adapting to changing conditions throughout professional life.
32)	Selects the right learning resources to improve the quality of the health service it offers, organizes its own learning process