EDT5014 Game-Based LearningBahçeşehir UniversityDegree Programs MATHEMATICSGeneral Information For StudentsDiploma SupplementErasmus Policy StatementNational QualificationsBologna Commission
MATHEMATICS
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
EDT5014 Game-Based Learning Fall 3 0 3 12
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: None
Course Objectives: Discuss educational games and game based learning to explain a range of potential learning applications, discuss the implications of different models, theories, topics and tools related to learning through digital games, design and document an educational game storyboard or prototype, identifying target users, objectives, outcomes, and issues.

Learning Outcomes

The students who have succeeded in this course;
1.to be able to define a game and educational games.
2.to be able to analyze existing educational games in regards to their efficiency in learning
3.to be able to demonstrate reflective and critical thought about the value of game based learning.
4.to be able to analyze the research studies on game based learning and define new research topics in this respect.
5.to be able to relate game based learning with various learning theories and methods
6.to be able to describe and explain selected issues, people, concepts, and principles involved in the design of educational games
7.to be able to critically examine different educational game design models
8.to be able to design an educational game based on educational game design models
9.to be able to design and document an educational game storyboard or prototype, identifying target users, objectives, outcomes, and issues
10.to be able to 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.

Course Content

Games, educational games, game based learning and instruction, game design, educational game design (elements), assessment and evaluation in educational games, documenting, prototyping and testing, future of educational games

Weekly Detailed Course Contents

Week Subject Related Preparation
1) Games, educational games, simulations Analyze games
2) History of games in education Examine various educational games
3) Learning theories and game based learning Relate game based learning with various learning theories and methods
4) Game based learning Prepare and present a lesson plan based on game based learning
5) Game based learning Prepare and present a lesson plan based on game based learning
6) Topics and issues related with the research on game based learning Find the gaps in the literature of game based learning and/or define research designs to fill these gaps
7) Game design Examine and analyze various game design models
8) Educational game design Examine and analyze educational game design models, create your own game design model
9) Elements of educational game design Examine the elements of educational game design
10) Elements of educational game design Examine the elements of educational game design
11) Assessment and evaluation in educational games Leveraging assessment and evaluation in educational games
12) Documenting, prototyping and testing Documenting, prototyping and testing in the process of educational game design
13) Future of educational games Discussion about the educational games in future
14) Presentations Present and discuss the educational games

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
Homework Assignments 5 % 50
Midterms 1 % 20
Final 1 % 30
Total % 100
PERCENTAGE OF SEMESTER WORK % 70
PERCENTAGE OF FINAL WORK % 30
Total % 100

ECTS / Workload Table

Activities Number of Activities Duration (Hours) Workload
Course Hours 14 3 42
Homework Assignments 5 20 100
Midterms 1 20 20
Final 1 30 30
Total Workload 192

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 have a grasp of basic mathematics, applied mathematics and theories and applications in Mathematics
2) To be able to understand and assess mathematical proofs and construct appropriate proofs of their own and also define and analyze problems and to find solutions based on scientific methods,
3) To be able to apply mathematics in real life with interdisciplinary approach and to discover their potentials,
4) To be able to acquire necessary information and to make modeling in any field that mathematics is used and to improve herself/himself, 4
5) To be able to tell theoretical and technical information easily to both experts in detail and non-experts in basic and comprehensible way,
6) To be familiar with computer programs used in the fields of mathematics and to be able to use at least one of them effectively at the European Computer Driving Licence Advanced Level,
7) To be able to behave in accordance with social, scientific and ethical values in each step of the projects involved and to be able to introduce and apply projects in terms of civic engagement,
8) To be able to evaluate all processes effectively and to have enough awareness about quality management by being conscious and having intellectual background in the universal sense, 4
9) By having a way of abstract thinking, to be able to connect concrete events and to transfer solutions, to be able to design experiments, collect data, and analyze results by scientific methods and to interfere,
10) To be able to continue lifelong learning by renewing the knowledge, the abilities and the competencies which have been developed during the program, and being conscious about lifelong learning,
11) To be able to adapt and transfer the knowledge gained in the areas of mathematics ; such as algebra, analysis, number theory, mathematical logic, geometry and topology to the level of secondary school,
12) To be able to conduct a research either as an individual or as a team member, and to be effective in each related step of the project, to take role in the decision process, to plan and manage the project by using time effectively.