| EDUCATIONAL TECHNOLOGY (TURKISH, PHD) | |||||
| PhD | TR-NQF-HE: Level 8 | QF-EHEA: Third Cycle | EQF-LLL: Level 8 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| EDT6007 | Digital Educational Games: Theories, Design, Research and Applications | Spring Fall |
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: | Turkish |
| Type of course: | Departmental Elective |
| Course Level: | |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Prof. Dr. YAVUZ SAMUR |
| Recommended Optional Program Components: | None |
| 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 VR 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 ¥ Design research with game-based instruction to collect data with actual students to see if there is any effect on various aspects of students’ learning. |
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The students who have succeeded in this course; After this course, participants should be able to: ¥ 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 |
| Most recently, the study of computer games and digital games for education has become a major focus among teachers, scholars, 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. |
| Week | Subject | Related Preparation |
| 1) | Orientation | Syllabus |
| 2) | 1. History of games in education | 5. Educating the Millennial Generation (Chapter 1, Hirumi, 2010) |
| 3) | 1. Principles of Playing Games for Learning (Chapter 2, Hirumi, 2010) | 1. Principles of Playing Games for Learning (Chapter 2, Hirumi, 2010) |
| 4) | 1. Prensky (2001) Chapter 12 Game-based instruction | 1. Prensky (2001) Chapter 12 Game-based instruction |
| 5) | -Chapter 10, 11, 14 (Hirumi, 2010) Incorporating Educational Games into classrooms | -Chapter 10, 11, 14 (Hirumi, 2010) |
| 6) | Identifying target users, learning objectives, methods, procedures, timing, methods, assessment and evaluation, outcomes | Hirumi (2010) Chapters 5-6- |
| 7) | -Example game research studies on different content areas | Hirumi (2010) Chapters 5-6-7-8-9 |
| 8) | Various game examples from various types of platforms and contexts such as, augmented reality, mobile games, computer games, game platform titles, simulations…etc. | Schell 2008 |
| 9) | Game design documents | Sample Game design documents |
| 10) | -Akıllı & Çağıltay Book Chapter on FIDGE Model | -Akıllı & Çağıltay Book Chapter on FIDGE Model |
| 11) | Prensky (2001) Chapter 16. Future of educational games | Prensky (2001) Chapter 16. Future of educational games |
| 12) | Hirumi (2010) Chapter 18. Where is the Industry Going? | Hirumi (2010) Chapter 18. Where is the Industry Going? |
| 13) | Final Version of your Research Design Proposal Presentation | Final Version of your Research Design Proposal Presentation |
| 14) | Game Storyboard Presentation and Project Presentation | Game Storyboard Presentation and Project Presentation |
| Course Notes / Textbooks: | • Hirumi, A. (2010). Playing games in school: Video games and simulations for primary and secondary education. Washington, DC: International Society for Technology Education (ISTE). • Prensky, M. (2001). Digital Game-Based Learning. McGraw Hill. URL: http://www.amazon.com/Digital-Game-Based-Learning-Marc-Prensky/dp/0071454004 •Tobias, S. & Fletcher, J. D. (2011). Computer games and instruction. Charlotte, NC: Information Age Publishing. • 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. |
| References: | • Hirumi, A. (2010). Playing games in school: Video games and simulations for primary and secondary education. Washington, DC: International Society for Technology Education (ISTE). • Prensky, M. (2001). Digital Game-Based Learning. McGraw Hill. URL: http://www.amazon.com/Digital-Game-Based-Learning-Marc-Prensky/dp/0071454004 •Tobias, S. & Fletcher, J. D. (2011). Computer games and instruction. Charlotte, NC: Information Age Publishing. • 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 |
| Project | 2 | % 50 |
| Midterms | 1 | % 20 |
| Final | 1 | % 30 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 20 | |
| PERCENTAGE OF FINAL WORK | % 80 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Homework Assignments | 5 | 10 | 50 |
| Midterms | 3 | 60 | 180 |
| Final | 1 | 30 | 30 |
| Total Workload | 302 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | To comprehend current and advanced knowledge in the field of educational technology and being able to relate this knowledge information with education. | 5 |
| 2) | To comprehend relations between Educational Technology and others disciplines and being able to state ideas concerning possible implementations in framework of these relations. | 4 |
| 3) | To be able to evaluate, improve and design applications, methods generate new ideas which are innovative for educational technology. | 5 |
| 4) | Being able to manage original research in educational technology using interdisciplinary perspective. | 5 |
| 5) | Being able to investigate original issues within the frame of scientific research techniques as independently or in cooperation with others. Then being able to present the obtained results as research report. | 4 |
| 6) | Being able to advocate original views in discussions in the field of educational technologies. | 4 |
| 7) | Being able to communicate with experts in the field of educational technologies in written, orally and visually. | 3 |
| 8) | Being able to create new ideas and techniques concerning educational technology using high level mental process such as creative and critical thinking, problem solving and decision making. | 5 |
| 9) | Being able to make contributions to the society in being an information society and sustaining this by following the emerging scientific, technological, social and cultural developments. | 3 |
| 10) | To make contribution to solve social, scientific, cultural and ethic problems in issues related to e-learning technologies and promote development of these values. | 4 |
| 11) | Being able to make contributions to the knowledge in the field by publishing a scientific article in the field of educational technologies at national or international journals. | 4 |
| 12) | Being able to lead the situations when original and interdisciplinary problems are needed to be solved. | 4 |