| MATHEMATICS (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 | Fall | 3 | 0 | 3 | 12 |
| The course opens with the approval of the Department at the beginning of each semester |
| Language of instruction: | Tr |
| Type of course: | Departmental Elective |
| Course Level: | |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Dr. Öğr. Üyesi YAVUZ SAMUR |
| 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: | • 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 |
| Attendance | 0 | % 0 |
| Laboratory | 0 | % 0 |
| Application | 0 | % 0 |
| Field Work | 0 | % 0 |
| Special Course Internship (Work Placement) | 0 | % 0 |
| Quizzes | 0 | % 0 |
| Homework Assignments | 0 | % 0 |
| Presentation | 0 | % 0 |
| Project | 2 | % 50 |
| Seminar | 0 | % 0 |
| Midterms | 1 | % 20 |
| Preliminary Jury | 0 | % 0 |
| Final | 1 | % 30 |
| Paper Submission | 0 | % 0 |
| Jury | 0 | % 0 |
| Bütünleme | % 0 | |
| 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 |
| Laboratory | 0 | 0 | 0 |
| Application | 0 | 0 | 0 |
| Special Course Internship (Work Placement) | 0 | 0 | 0 |
| Field Work | 0 | 0 | 0 |
| Study Hours Out of Class | 0 | 0 | 0 |
| Presentations / Seminar | 0 | 0 | 0 |
| Project | 0 | 0 | 0 |
| Homework Assignments | 5 | 10 | 50 |
| Quizzes | 0 | 0 | 0 |
| Preliminary Jury | 0 | 0 | 0 |
| Midterms | 3 | 60 | 180 |
| Paper Submission | 0 | 0 | 0 |
| Jury | 0 | 0 | 0 |
| Final | 1 | 30 | 30 |
| Total Workload | 302 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution |