Skip to main content

Advertisement

SpringerLink
Log in

Improving Matter and Heat Subjects Learning Through Genuine Designed Educational Games

  • Published:
International Journal of Science and Mathematics Education Aims and scope Submit manuscript

Abstract

This study aims to investigate the effects of educational games, while teaching the unit of matter and heat, utilized on students and the remarks of the students on the process. The research model called mixed method, in which both quantitative and qualitative research methods are used together, had been applied. The research group consisted of students of two classes studying at the 6th grade of a state school located in Güllüce Village of Tuzluca County in Igdır province in the east of Turkey in 2015–2016 academic year. “Matter and Heat Unit Achievement Test” and semi-structured interview form were utilized as data-collecting instruments in the study. According to the results, it was determined that there was a significant difference towards the experimental group. It is thought that this was a result of the effects of educational games on the teaching process. It was also inferred that educational games made the learning environment entertaining, different, and amusing.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3
Fig. 4
Fig. 5
Fig. 6
Fig. 7
Fig. 8
Fig. 9

Similar content being viewed by others

References

  • Akınsola, M. K., & Animasahun, I. A. (2007). The effect of simulation-games environment on students’ achievement in and attitudes to mathematics in secondary schools. The Turkish Online Journal of Educational Technology, 6(3), 113–119.

    Google Scholar 

  • Altunay, D. (2004). Oyunla desteklenmiş matematik öğretiminin öğrenci erişisine ve kalıcılığa etkisi [The effect of mathematics teaching which is supported with games on the students’ success and the permanence of the knowledge learned]. Yayımlanmamış Yüksek Lisans Tezi, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.

  • Ayan, S., & Dündar, H. (2009). Eğitimde okul öncesi yaratıcılığın ve oyunun önemi [The importance of creativity and playfulness in pre-school education]. Selçuk Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 28, 63–74.

    Google Scholar 

  • Bağcı, E. (2011). İlköğretim 1.,2. ve 3. Sınıf türkçe dersi öğretmen kılavuz kitaplarında yer verilen eğitsel oyun etkinliklerinin incelenmesi ve alternatif etkinlik önerileri [Teaching of Turkish by educational game technique in the first, second and third class of primary education and alternative activity suggestions]. Celal Bayar Üniversitesi Sosyal Bilimler Dergisi, 9(2), 487–497.

  • Barab, S., & Dede, C. (2007). Games and immersive participatory simulations for science education: An emerging type of curricula. Journal of Science Education and Technology, 16(1), 1–3.

    Google Scholar 

  • Bayırtepe, E., & Tüzün, H. (2007). Oyun-tabanlı öğrenme ortamlarının öğrencilerin bilgisayar dersindeki başarıları ve öz-yeterlik algıları üzerine etkileri [The effects of game-based learning environments on students’ achievement and self-effıcacy in a computer course]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33, 41–54.

    Google Scholar 

  • Bragg, L. A. (2003). Children’s perspectives on mathematics and game playing. In L. Bragg, C. Campbell, G. Herbert, & J. Mousley (Eds.), Mathematics education research: Innovation, networking, opportunity. Proceedings of the 2003 26 thAnnual Conference of the Mathematics Education Research Group of Australasia, Geelong (pp. 160–167). Sydney, Australia: MERGA.

  • Bragg, L. (2007). Students’ conflicting attitudes towards games as a vehicle for learning mathematics: A methodological dilemma. Mathematics Education Research Journal, 19(1), 29–44.

    Google Scholar 

  • Brannen, J., & Halcomb, E. J. (2009). Data collection in mixed methods research. In S. Andrew & E. J. Halcomb (Eds.), Mixed methods research for nursing and the health sciences (pp. 65–83). London, England: Wiley-Blackwell.

  • Bright, G. W., Harvey, J. G., & Wheeler, M. M. (1985). Learning and mathematics games. Journal for Research in Mathematics Education, 1, 1–189.

    Google Scholar 

  • Charlton, B., Williams, R. L., & Mclaughlin, T. F. (2005). Educational games: A technique to accelerate the acquisition of reading skills of children with learning disabilities. The International Journal of Special Education, 20(2), 66–73.

    Google Scholar 

  • Chuang, T. Y., & Chen, W. F. (2007). Effect of digital games on children’s cognitive achievement. Journal of Multimedia, 2(5), 27–30.

    Google Scholar 

  • Clarck, D. B., Nelson, B. C., Chang, H., Martinez-Garza, M., Slack, K., & D’Angelo, C. M. (2011). Exploring Newtonian mechanics in a conceptually-integrated digital game: Comparison of learning and affective outcomes for students in Taiwan and the United States. Computers & Education, 57, 2178–2195.

    Google Scholar 

  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. London, England: Routledge Falmer.

  • Coller, B. D., & Scott, M. J. (2009). Effectiveness of using a video game to teach a course in mechanical engineering. Computers & Education, 53(3), 900–912.

    Google Scholar 

  • Coşkun, H., Akarsu, B., & Karaiper, A. İ. (2012). Bilim öyküleri içeren eğitsel oyunların fen ve teknoloji dersindeki öğrencilerin akademik başarılarına etkisi [The effects of educational games based on science stories on students’ academic achievements in science and technology classroom]. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 13(1), 93–109.

    Google Scholar 

  • Creswell, J., & Plano Clark, V. (2007). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage.

    Google Scholar 

  • Çankaya, S., & Karamete, A. (2008). Eğitsel bilgisayar oyunlarının öğrencilerin matematik dersine ve eğitsel bilgisayar oyunlarına yönelik tutumlarına etkisi [Impact on educational computer games to students’ mathematics course attitudes and educational computer games attitudes]. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 4(2), 115–127.

    Google Scholar 

  • Çavuş, R., Kulak, B., Berk, H., & Öztuna Kaplan, A. (2011). Fen ve teknoloji öğretiminde oyun etkinlikleri ve günlük hayattaki oyunların derse uyarlanması [Game activities in science and technology teaching and adaptation of daily life games to lessons]. Proceedings of the 2011 İGEDER Fen ve Teknoloji Öğretmenleri Zirvesi, İstanbul.

  • Çepni, S. (2007). Araştırma ve proje çalışmalarına giriş [Introduction to research and project studies]. Trabzon, Turkey: Celepler Matbaacılık.

  • Çetinkaya, A. & Gülmez, S. T. (2002). Okul gelişim modeli planlı okul gelişimi [School development with school improvement designed]. Ankara, Turkey: Semih Ofset Matbaacılık Yayıncılık.

  • Deboer, G. E. (2000). Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching, 37(6), 582–601.

    Google Scholar 

  • Demir, M. (2012). 7. Sınıf vücudumuzdaki sistemler ünitesinin oyun tabanlı öğrenme yaklaşımı ile işlenmesinin öğrencilerin akademik başarılarına ve fen teknoloji dersine karşı tutumlarına etkisi [The influence of the game-based learning approach of the systems in the 7th class body on academic achievement of students and their attitudes towards science technology lessons]. Proceedings of the 2012 X. Ulusal Fen ve Matematik Eğitimi Kongresi, Niğde Üniversitesi, Niğde.

  • Dempsey, J. V., Haynes, L. L., Lucassen, B. A., & Casey, M. S. (2002). Forty simple computer games and what they could mean to educators. Simulation and Gaming, 33(2), 157–168.

    Google Scholar 

  • Dempsey, J. V., Rasmussen, K., & Lucassen, B. (1996). The instructional gaming literature: Implications and 99 sources. Mobile, AL: University of South Alabama.

  • Divjak, B., & Tomic, D. (2011). The impact of game-based learning on the achievement of learning goals and motivation for learning mathematics – Literature review. Journal of Information and Organizational Sciences, 35(1), 15–30.

    Google Scholar 

  • Druckman, D. (1995). The educational effectiveness of interactive games. In D. Crookall & K. Arai (Eds.), Simulation and gaming across disciplines and cultures: ISAGA at a watershed (pp. 178–187). Thousand Oaks, CA: Sage.

    Google Scholar 

  • Easterday, M. W., Aleven, V., Scheines, R., & Carver, S. M. (2017). Using tutors to improve educational games: A cognitive game for policy argument. Journal of the Learning Sciences, 26(2), 226–276.

    Google Scholar 

  • Ernest, P. (1986). Games: A rationale for their use in the teaching of mathematics in school. Mathematics in School, 15(1), 2–5.

    Google Scholar 

  • Gee, J. P. (2003). What video games have to teach us about learning and literacy? New York, NY: Palgrave Macmillan.

  • George, D., & Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference. Boston, MA: Allyn & Bacon.

  • Gough, J. (1999). Playing (mathematics) games: When is a game not a game? Australian Primary Mathematics Classroom, 4(2), 12–17.

    Google Scholar 

  • Hançer, A. H., Şensoy, Ö., & Yıldırım, H. İ. (2003). İlköğretimde çağdaş fen bilgisi öğretiminin önemi ve nasıl olması gerektiği üzerine bir değerlendirme [An evaluation about the importance of contemporary science education at elemantary schools and how this kind of science teaching must be] Pamukkale Üniversitesi Eğitim Fakültesi Dergisi,13, 80–88.

  • Hazar, M. (2005). Beden eğitimi ve sporda oyunla eğitim [Physical education and educational game in training]. Ankara, Turkey: Tutibay Yayıncılık.

  • Heshmati, S., Kersting, N., & Sutton, T. (2018). Opportunities and challenges of implementing instructional games in mathematics classrooms: Examining the quality of teacher-student interactions during the cover-up and un-cover games. International Journal of Science and Mathematics Education, 16, 777–796.

    Google Scholar 

  • Hewitt, P. (1997). Games in instruction leading to environmentally responsible behavior. Journal of Environmental Education, 28(3), 35–38.

    Google Scholar 

  • Holmes, V. (2012). New digital energy game, the use of games to influence attitudes, interests, and student achievement in science. Retrieved 19.03.2018, from the https://files.eric.ed.gov/fulltext/ED536550.pdf.

  • Huizinga, J. (1995). HomoLudens: Oyunun toplumsal işlevi üzerine bir deneme [Homo Ludens: An essay on the social function of the game]. M.A. Kılıçbay, (Translate). Ayrıntı Yayınları, İstanbul.

  • İnal, Z. (2014). Ortaokul 6. sınıf fen ve teknoloji dersi madde ve ısı ünitesinin öğretilmesinde model kullanımının başarıya ve kalıcılığa etkisi. [The effect of using models on achievement and continuance in teaching the matter and heat unit in science and technology course 6th grade middle-school]. Yayınlanmamış Yüksek Lisans Tezi, Kastamonu Üniversitesi, Fen Bilimleri Enstitüsü, Kastamonu.

  • Joan, M., & Henry, R. N. (1997). Gaming: A teaching strategy to enhance adult learning. The Journal of Continuing Education in Nursing, 28(5), 231–234.

    Google Scholar 

  • Karamustafaoğlu, O. & Kaya, M. (2013). Eğitsel oyunlarla ‘yansıma ve aynalar’ konusunun öğretimi: yansımalı koşu örneği [Teaching the subject of ‘reflection and mirrors’ with educational games: A case of reflective race]. Araştırma Temelli Etkinlik Dergisi (ATED), 3(2), 41–49.

  • Kaya, S., & Elgün, A. (2015). Eğitsel oyunlar ile desteklenmiş fen öğretiminin ilkokul öğrencilerinin akademik başarısına etkisi [The influence of instructional games in science teaching on primary students’ achievement]. Kastamonu Eğitim Dergisi, 23(1), 329–342.

    Google Scholar 

  • Ke, F., & Grabowski, B. (2007). Game playing for mathematics learning: Cooperative or not? British Journal of Educational Technology, 38(2), 249–259.

    Google Scholar 

  • Kellner, D. (2000). Globalization and new social movements: Lessons for critical theory and pedagogy. In N. C. Burbules & C. A. Torres (Eds.), Globalization and education: Critical perspectives (pp. 299–321). New York, NY: Routledge.

  • Khan, S. A., & Ahmad, R. N. (2014). Evaluation of the effectiveness of cooperative learning method versus traditional learning method on the reading comprehension of the students. Journal of Research and Reflections in Education, 8(1), 55–64.

    Google Scholar 

  • Kinzie, M. B. (1990). Requirements and benefits of effective interactive instruction: Learner control, self-regulation, and continuing motivation. Educational Technology Research & Development (ETR&D), 38(1), 5–21.

    Google Scholar 

  • Klawe, M. M. (1999). Computer games, education and interfaces: The E-Gems project. In I. S. MacKenzie, & J. Stewart (Eds.), Proceedings of the 1999 Conference on Graphics Interface’99 (pp. 36–39). San Francisco, CA: Morgan Kaufmann Publishers Inc.

  • Klein, J. D., & Freitag, E. (1991). Effects of using an instructional game on motivation and performance. The Journal of Educational Research, 84, 303–308.

    Google Scholar 

  • Knobloch, N. A. (2005). Reap the benefits of games and simulations in the classroom. The Agricultural Education Magazine, 78(2), 21–24.

    Google Scholar 

  • Köklü, N., Büyüköztürk, Ş., & Çokluk, Bökeoğlu, Ö. (2006). Sosyal bilimler için istatistik [Statistics for social sciences]. Ankara, Turkey: Pegem A Yayıncılık.

  • Malone, T., & Lepper, M. (1987). Making learning fun: A taxonomy of intrinsic motivations for learning. In R. Snow & M. J. Farr (Eds.), Aptitude, learning, and instruction (pp. 223–253). Hillsdale, MI: Erlbaum.

  • Machemer, P. L., & Crawford, P. (2007). Student perceptions of active learning in a large cross-disciplinary classroom. Active Learning in Higher Education, 8(1), 9–30.

    Google Scholar 

  • McEacharn, M. (2005). Game play in the learning environment: Who wants to be an accountant? lawyer? economist? Accounting Education: An International Journal, 14(1), 95–101.

    Google Scholar 

  • Millar, S. (1980). The psychology of play. Middlesex, England: Penguin Books.

  • Milli Eğitim Bakanlığı [Ministry of National Education] (2005). İlköğretim fen ve teknoloji dersi (6, 7 ve 8. sınıflar) öğretim programı ve kılavuzu [Elementary science and technology course (6th, 7th and 8th grade) curriculum and guide]. Ankara, Turkey: Talim ve Terbiye Kurulu Başkanlığı.

  • Milner, M. L., Chang, I. C., Wang, S., Beier, E. M., & Klisch, Y. (2011). Learning and motivation al impacts of a multimedia science game. Computers & Education, 57, 1425–1433.

    Google Scholar 

  • Mitchell, A., Petter, S., & Harris, A. (2017). Learning by doing: Twenty successful active learning exercises for information systems courses. Journal of Information Technology Education: Innovation in Practice, 16, 21–26.

    Google Scholar 

  • Moursund, D. (2007). Introduction to using games in education: A guide for teachers and parents. Retrieved 08.10.2018, from the https://pages.uoregon.edu/moursund/Books/Games/Games.pdf.

  • Murphy, C., Beggs, J., Hickey, I., O’Meara, J., & Sweeney, J. (2001). National curriculum: Compulsory school science- is it improving scientific literacy? Educational Research, 43(2), 189–199.

    Google Scholar 

  • Nagy, S., & Biber, H. (2010). Mixed methods research. New York and London: The Guilford Press.

    Google Scholar 

  • Nelson, L. P., & Crow, M.,. L. (2014). Do active-learning strategies improve students’ critical thinking? Higher Education Studies, 4(2), 77–90.

  • Neuman, W. L. (2012). Basics of social research: Qualitative and quantitative approaches. Upper Saddle River, NJ: Pearson.

  • Owens, K. (2005). Substantive communication of space mathematics in upper primary school. In H. L. Chick & J. L. Vincent (Eds.), Proceedings of the 2005 29 thAnnual Conference of the International Group for the Psychology of Mathematics Education (pp. 33–40). Melbourne, Australia: PME.

  • Önen, F. (2005). İlköğretimde basınç konusunda öğrencilerin sahip olduğu kavram yanılgılarının yapılandırmacı yaklaşım ile giderilmesi [The removing of students misconceptions about pressure with constructivist approach in elementary school]. Yayımlanmamış Yüksek Lisans Tezi, Marmara Üniversitesi, Eğitim Bilimleri Enstitüsü, İstanbul.

  • Papastergiou, M. (2009). Digital game-based learning in high school computer science education: Impact on educational effectiveness sand student motivation. Computers & Education, 52, 1–12.

    Google Scholar 

  • Paras, B. & Bizzocchi, J. (2005). Game, motivation, and effective learning: An ıntegrated model for educational game design. 2005Proceedings of the DiGRA, Changing Views, Worlds in Play, International Conference, Vancouver, Canada.

  • Patton, M. Q. (2002). Qualitative research & evaluation methods. USA: Sage Publications.

    Google Scholar 

  • Prensky, M. (2002). The motivation of gameplay, the real twenty-first century learning revolution, On the Horizon, 10(1), 5–11. 

    Google Scholar 

  • Punch, K. F. (2005). Introduction to social research: Quantitative and qualitative approaches. London, England: Sage.

  • Qaisara, P., & Batool, S. (2011). Effect of cooperative learning on achievement of students in general science at secondary level. International Education Studies, 5(2), 154–158.

    Google Scholar 

  • Ramsey, J. (1989). A curriculum framework for community-based STS issue instruction. Education and Urban Society: Issues-Based Education, 22(1), 40–53.

    Google Scholar 

  • Ryder, J. (2001). Identifying science understanding for functional scientific literacy. Studies in Science Education, 36, 1–44.

    Google Scholar 

  • Salen, K., & Zimmerman, E. (2004). Rules of play. Cambridge, MA: MIT Press.

    Google Scholar 

  • Shi, Y. (2003). Using volleyball games as examples in teaching mathematics. Teaching Mathematics and its Applications, 22(2), 53–62.

    Google Scholar 

  • Sim, J., & Wright, C. (2002). Research in health care: Concepts, designs and methods. Cheltenham, England: Nelson Thornes Ltd.

  • Şahhüseyinoğlu, D. (2007). Eleştirel düşünme ve eğitsel oyunlar: İngiliz dili aday öğretmenlerinin görüşleri [Educational games for developing critical thinking skills: Pre-service English language teachers’ views]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 32, 266–273.

    Google Scholar 

  • Şaşmaz Ören, F., & Erduran Avcı, D. (2004). Eğitimsel oyunla öğretimin fen bilgisi dersi güneş sistemi ve gezegenler konusunda akademik başarı üzerine etkisi [The effect of educatıonal game teachıng on academic achievement in science education course in subject of solar system and planets]. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 18, 67–76.

    Google Scholar 

  • Şaşmaz Ören, F., & Yılmaz, T. (2013). Fen ve teknoloji dersinde kavram karikatürleriyle desteklenmiş bilimsel hikâyeler temelli rehber materyal geliştirme çalışması [Developing guide material study based on scientific stories by supported concept cartoons in the science and technology course]. Eğitim ve Öğretim Araştırmaları Dergisi, 2(2), 130–141.

    Google Scholar 

  • Taşlı, F. (2003). İlköğretimde İngilizce öğretiminde oyun tekniğinin erişiye etkisi [Effects of game techniques on achievement in English teaching in primary school level]. Yayınlanmamış Yüksek Lisans Tezi, Niğde Üniversitesi, Niğde.

  • Welsh, A. J. (2012). Exploring undergraduates’ perceptions of the use of active learning techniques in science lectures. Journal of College Science Teaching, 42(2), 80–87.

    Google Scholar 

  • Yıldırım A. & Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in social science]. Ankara, Turkey: Seçkin Yayıncılık.

  • Yurt, E. (2007). Eğitsel oyun tekniği ile fen öğretimi ve yeni ilköğretim müfredatındaki yeri ve önemi, Muğla ili merkez ilçe örneği [Instruction of science through educational game technique and the placement and importance in new elementary education curriculum, An example of Muğla province, Central district]. Yayınlanmamış Yüksek Lisans Tezi. Muğla Üniversitesi, Fen Bilimleri Enstitüsü: Muğla.

Download references

Author information

Authors and Affiliations

  1. Ministry of National Education, Igdır, Turkey

    Gurbet Yeliz Turan

  2. Department of Science and Mathematics Education, Faculty of Education, Gazi University, 06500, Ankara, Turkey

    Ayşe Nesibe Köklükaya & Ezgi Güven Yıldırım

Authors
  1. Gurbet Yeliz Turan
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Ayşe Nesibe Köklükaya
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Ezgi Güven Yıldırım
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Ayşe Nesibe Köklükaya.

Ethics declarations

The data gathered from the interviews were recorded into a voice-recording device with the approval of the students and those data were typed on computers afterwards.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Turan, G.Y., Köklükaya, A.N. & Yıldırım, E.G. Improving Matter and Heat Subjects Learning Through Genuine Designed Educational Games. Int J of Sci and Math Educ 18, 19–42 (2020). https://doi.org/10.1007/s10763-018-09945-0

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10763-018-09945-0

Keywords

Search

Navigation