| ENDÜSTRİ 4.0 (İNGİLİZCE, TEZSİZ) | |||||
| Yüksek Lisans | TYYÇ: 7. Düzey | QF-EHEA: 2. Düzey | EQF-LLL: 7. Düzey | ||
| Ders Kodu | Ders Adı | Yarıyıl | Teorik | Pratik | Kredi | AKTS |
| EDT6007 | Dijital Eğitsel Oyunlar: Kuramlar, Tasarım, Araştırma ve Uygulamalar | Güz | 3 | 0 | 3 | 12 |
| Bu dersin açılması ilgili bölüm tarafından yarıyıl başında belirlenir |
| Öğretim Dili: | Tr |
| Dersin Türü: | Departmental Elective |
| Dersin Seviyesi: | LİSANSÜSTÜ |
| Dersin Veriliş Şekli: | Yüz yüze |
| Dersin Koordinatörü: | Dr. Öğr. Üyesi YAVUZ SAMUR |
| Dersin Amacı: | 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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Bu dersi başarıyla tamamlayabilen öğrenciler; 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. |
| Hafta | Konu | Ön Hazırlık | |
| 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 | |
| Ders Notları: | • 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. |
| Diğer Kaynaklar: | • 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. |
| Yarıyıl İçi Çalışmaları | Aktivite Sayısı | Katkı Payı |
| Devam | 0 | % 0 |
| Laboratuar | 0 | % 0 |
| Uygulama | 0 | % 0 |
| Arazi Çalışması | 0 | % 0 |
| Derse Özgü Staj | 0 | % 0 |
| Küçük Sınavlar | 0 | % 0 |
| Ödev | 0 | % 0 |
| Sunum | 0 | % 0 |
| Projeler | 2 | % 50 |
| Seminer | 0 | % 0 |
| Ara Sınavlar | 1 | % 20 |
| Ara Juri | 0 | % 0 |
| Final | 1 | % 30 |
| Rapor Teslimi | 0 | % 0 |
| Juri | 0 | % 0 |
| Bütünleme | % 0 | |
| Toplam | % 100 | |
| YARIYIL İÇİ ÇALIŞMALARININ BAŞARI NOTU KATKISI | % 20 | |
| YARIYIL SONU ÇALIŞMALARININ BAŞARI NOTUNA KATKISI | % 80 | |
| Toplam | % 100 | |
| Aktiviteler | Aktivite Sayısı | Süre (Saat) | İş Yükü |
| Ders Saati | 14 | 3 | 42 |
| Laboratuvar | 0 | 0 | 0 |
| Uygulama | 0 | 0 | 0 |
| Derse Özgü Staj | 0 | 0 | 0 |
| Arazi Çalışması | 0 | 0 | 0 |
| Sınıf Dışı Ders Çalışması | 0 | 0 | 0 |
| Sunum / Seminer | 0 | 0 | 0 |
| Proje | 0 | 0 | 0 |
| Ödevler | 5 | 10 | 50 |
| Küçük Sınavlar | 0 | 0 | 0 |
| Ara Juri | 0 | 0 | 0 |
| Ara Sınavlar | 3 | 60 | 180 |
| Rapor Teslimi | 0 | 0 | 0 |
| Juri | 0 | 0 | 0 |
| Final | 1 | 30 | 30 |
| Toplam İş Yükü | 302 | ||
| Etkisi Yok | 1 En Düşük | 2 Düşük | 3 Orta | 4 Yüksek | 5 En Yüksek |
| Dersin Program Kazanımlarına Etkisi | Katkı Payı |