SPEECH AND LANGUAGE THERAPY
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	Spring	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 use theoretic and methodological approach, evidence-based principles and scientific literature in Speech and Language Therapy field systematically for practice.
2)	To have theoretic and practical knowledge for individual's, family's and the community's health promotion and protection.
3)	To use information and health technologies in practice and research in the field of Speech and Language Therapy.
4)	To communicate effectively with advisee, colleagues for effective professional relationships.
5)	To be able to monitor occupational information using at least one foreign language, to collaborate and communicate with colleagues at international level.
6)	To use life-long learning, problem-solving and critical thinking skills.
7)	To act in accordance with ethical principles and values in professional practice.
8)	To take part in research, projects and activities within sense of social responsibility and interdisciplinary approach.
9)	To be able to search for literature in health sciences databases and information sources to access to information and use the information effectively.
10)	To take responsibility and participate in the processes actively for training of other therapist, education of health professionals and individuals about speech and languege therapy.
11)	To carry out speech and languge therapy practices considering cultural differences and different health needs of different groups in the community.