| CHILD DEVELOPMENT (TURKISH) | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| SEN4551 | Gamification | Spring | 3 | 0 | 3 | 6 |
| 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: | E-Learning |
| Course Coordinator : | Instructor BARIŞ YÜCE |
| Course Lecturer(s): |
Prof. Dr. ADEM KARAHOCA |
| Recommended Optional Program Components: | None |
| Course Objectives: | Students will learn the basics of Gamification with a highly practical approach. Course focuses on how to design gamified experiences in real life areas such as game design, psychology, management, or education. The main goal of the course is to understand the principles of gamification to design experiences that make things more fun and engaging. |
|
The students who have succeeded in this course; 1. Identify basics of gamification. 2. Analyze gamified experiences in real life. 3. Identify principles of gamification. 4. Define game mechanics. 5. Identify systems for tracking in-game changes. 6. Describe critical elements on online experiences. |
| This course will teach students the trends, and the frameworks of gamification, how it may be used to apply in IT projects, and how to use it effectively. The course allows students to develop a set of practical skills in using game elements using industrial case studies. Students will understand practical ways for designing a game. |
| Week | Subject | Related Preparation |
| 1) | What is Gamification? | |
| 2) | Games | |
| 3) | Game Thinking | |
| 4) | Game Elements | |
| 5) | Psychology and Motivation I: Behaviorism | |
| 6) | Psychology and Motivation II: Beyond Behaviorism | |
| 7) | Gamification Design Framework | |
| 8) | Midterm Exam | |
| 9) | Design Choices | |
| 10) | Enterprise Gamification | |
| 11) | Social Good and Behavior Change / Midterm Exam | |
| 12) | Critiques and Risks | |
| 13) | Beyond the Basics | |
| 14) | Final Exam |
| Course Notes / Textbooks: | For the Win: How Game Thinking Can Revolutionize Your Business Kevin Werbach, Dan Hunter, 2012, 978-1613630235 |
| References: | Gamification by Design: Implementing Game Mechanics in Web and Mobile Apps Gabe Zichermann and Christopher Cunningham, 2011 978-1449397678 |
| Semester Requirements | Number of Activities | Level of Contribution |
| Laboratory | 2 | % 10 |
| Quizzes | 2 | % 10 |
| Midterms | 2 | % 40 |
| Final | 1 | % 40 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 60 | |
| PERCENTAGE OF FINAL WORK | % 40 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Study Hours Out of Class | 14 | 6 | 84 |
| Homework Assignments | 2 | 5 | 10 |
| Quizzes | 2 | 2 | 4 |
| Midterms | 2 | 3 | 6 |
| Final | 1 | 3 | 3 |
| Total Workload | 149 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | To gain both theoretical and practical knowledge about physical, cognitive, social-emotional aspects of child development. | 4 |
| 2) | To display actions in professional practice based on ethical principles and values. | 5 |
| 3) | To adopt the principle of lifelong learning, using efficient ways for accessing information. | 5 |
| 4) | To know the stages of child development and to be able to use models / theories efficiently for supporting children's cognitive, affective and psycho-motor development. | 5 |
| 5) | To plan, implement and evaluate professional projects, research and events with a sense of social responsibility, | 5 |
| 6) | To be able to use effective communication methods in counseling and child and family-based guidance. | 3 |
| 7) | To be sensitive to the child and family-related issues taking into account the child's stages of development, and to implement strategies for personal development of child and education methods which are vital for leading effective and productive life. | 5 |
| 8) | To use the education and communication materials according to the child development stage, and to create proper educational environment. | 5 |
| 9) | To take responsibilities in the field of child development and education using interdisciplinary approach, and to use information technologies, and to engage in projects and activities. | 5 |
| 10) | To use health information technologies for research in the field of child development. | 5 |
| 11) | To be able to monitor occupational information using at least one foreign language, to collaborate and communicate with colleagues at international level. | 5 |
| 12) | To become a good example for colleagues and society, and represent efficiently the professional identity using advanced knowledge about child development. | 5 |