ELECTRICAL AND ELECTRONICS ENGINEERING | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
EDT5014 | Game-Based Learning | Spring | 3 | 0 | 3 | 12 |
This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
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. |
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. |
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 |
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 |
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. |
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 |
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 |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | Adequate knowledge in mathematics, science and electric-electronic engineering subjects; ability to use theoretical and applied information in these areas to model and solve engineering problems. | |
2) | Ability to identify, formulate, and solve complex engineering problems; ability to select and apply proper analysis and modeling methods for this purpose. | |
3) | Ability to design a complex system, process, device or product under realistic constraints and conditions, in such a way as to meet the desired result; ability to apply modern design methods for this purpose. (Realistic constraints and conditions may include factors such as economic and environmental issues, sustainability, manufacturability, ethics, health, safety issues, and social and political issues, according to the nature of the design.) | |
4) | Ability to devise, select, and use modern techniques and tools needed for electrical-electronic engineering practice; ability to employ information technologies effectively. | |
5) | Ability to design and conduct experiments, gather data, analyze and interpret results for investigating engineering problems. | |
6) | Ability to work efficiently in intra-disciplinary and multi-disciplinary teams; ability to work individually. | |
7) | Ability to communicate effectively in English and Turkish (if he/she is a Turkish citizen), both orally and in writing. | |
8) | Recognition of the need for lifelong learning; ability to access information, to follow developments in science and technology, and to continue to educate him/herself. | |
9) | Awareness of professional and ethical responsibility. | |
10) | Information about business life practices such as project management, risk management, and change management; awareness of entrepreneurship, innovation, and sustainable development. | |
11) | Knowledge about contemporary issues and the global and societal effects of engineering practices on health, environment, and safety; awareness of the legal consequences of engineering solutions. |