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Pre-Service Middle School Mathematics Teachers’ Considerations for Using Digital Games in Their Future Classrooms

Yıl 2023, Cilt: 5 Sayı: Özel Sayı, 244 - 270, 29.10.2023

Seher Avcu

Öz

The purpose of the study was to explore pre-service teachers’ considerations for using digital mathematics games in their future classrooms. The participants of the study were eighteen pre-service middle school mathematics teachers who were enrolled in a teacher education program at a state university in Türkiye. Before collecting the data of the study, the participants took part in a fourteen-week elective course through which they gained some experience in designing digital mathematics games using the Scratch programming language. The data of the study were collected through a questionnaire with five open-ended questions. Follow-up interviews were conducted in relation to the questions in the questionnaire. The findings showed that all participants except for one expressed that they would use digital games in the last part of their mathematics lesson for the purpose of doing exercises, practicing, assessing learning, and identifying deficiencies in students’ learning. Moreover, more than half of the participants expressed that they would use digital games in the main part of the lesson for teaching mathematics. About one-fifth of the participants expressed that they would use digital games in the introduction part of the lesson for the purpose of increasing students’ curiosity about mathematics, attracting students’ attention to the mathematical topics, motivating students to take mathematics lessons, and checking or recalling students’ prior knowledge of different mathematical topics. On the other hand, roughly six-tenths of the participants thought that it is not possible to teach a mathematical topic entirely with digital mathematics games without the need to do any other activity other than digital mathematics games and a quarter of them thought that this depends on the digital game and the mathematical topic that is being taught. The common issues that participants considered when planning to use a digital mathematics game are compatibility with the mathematical topic, clarity of the game, appropriateness of the game to students’ readiness and grade levels, and enjoyment of the game. Finally, the participants foresaw the following potential problems when using digital games in their future classrooms: unclarity of the game, incompatibility of the game with the mathematical topic, inappropriateness of the game for students’ readiness and grade levels, and technological problems.

Anahtar Kelimeler

Designing digital mathematics games pre-service middle school mathematics teachers Scratch programming language

Proje Numarası

Yok

Kaynakça

  • Arena, D. A., & Schwartz, D. L. (2014). Experience and explanation: Using video games to prepare students for formal instruction in statistics. Journal of Science Education and Technology, 23(4), 538-548. https://doi.org/10.1007/s10956-013-9483-3
  • Avraamidou, A., Monaghan, J., & Walker, A. (2015). Mathematics and non-school gameplay. In T. Lowrie & R. Jorgensen (Eds.), Digital games and mathematics learning (pp. 11–34). Springer.
  • Baek, Y. K. (2008). What hinders teachers in using computer and video games in the classroom? Exploring factors inhibiting the uptake of computer and video games. CyberPsychology & Behavior, 11(6), 665-671. http://doi.org/10.1089/cpb.2008.0127
  • Boyle, E. A., Hainey, T., Connolly, T. M., Gray, G., Earp, J., Ott, M., & Pereira, J. (2016). An update to the systematic literature review of empirical evidence of the impacts and outcomes of computer games and serious games. Computers & Education, 94, 178–192. https://doi.org/10.1016/j.compedu.2015.11.003
  • Brom, C., Preuss, M., & Klement, D. (2011). Are educational computer micro-games engaging and effective for knowledge acquisition at high-schools? A quasiexperimental study. Computers & Education, 57(3), 1971-1988. https://doi.org/10.1016/j.compedu.2011.04.007
  • Byun, J., & Joung, E. (2018). Digital game‐based learning for K–12 mathematics education: A meta‐analysis. School Science and Mathematics, 118, 113–126. https://doi.org/10.1111/ssm.12271
  • Can, G., & Cagiltay, K. (2006). Turkish prospective teachers’ perceptions regarding the use of computer games with educational features. Educational Technology & Society, 9(1), 308–321.
  • Chen, Z. H., Liao, C. C., Cheng, H. N., Yeh, C. Y., & Chan, T. W. (2012). Influence of game quests on pupils’ enjoyment and goal-pursuing in math learning. Journal of Educational Technology & Society, 15(2), 317–327.
  • Clark, D. B., Tanner-Smith, E. E., & Killingsworth, S. S. (2016). Digital games, design, and learning: A systematic review and meta-analysis. Review of Educational Research, 86(1), 79–122. https://doi.org/10.3102/0034654315582065
  • Corbin, J., & Straus, A. (2015). Basics of qualitative research: Techniques and procedures for developing grounded theory (4th ed.). SAGE Publications, Inc.
  • Divjak, B., & Tomić, 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 Science, 35(1), 15–30.
  • Fishman, B., Riconscente, M., Snider, R., Tsai, T., & Plass, J. (2014). Empowering educators: Supporting student progress in the classroom with digital games. University of Michigan. Retrieved July 04, 2023, from http://gamesandlearning.umich.edu/agames
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. McGraw-Hill.
  • Giannakos, M. N. (2013). Enjoy and learn with educational games: Examining factors affecting learning performance. Computers & Education, 68, 429–439. https://doi.org/10.1016/j.compedu.2013.06.005
  • Hu, H., & Sperling, R. A. (2022). Pre-service teachers’ perceptions of adopting digital games in education: A mixed methods investigation. Teaching and Teacher Education, 120, 103876. https://doi.org/10.1016/j.tate.2022.103876
  • Jensen, E. O., & Skott, C. K. (2022). How can the use of digital games in mathematics education promote students’ mathematical reasoning? A qualitative systematic review. Digital Experiences in Mathematics Education, 8(2), 183–212. https://doi.org/10.1007/s40751-022-00100-7
  • Joung, E., & Byun, J. (2021). Content analysis of digital mathematics games based on the NCTM content and process standards: An exploratory study. School Science and Mathematics, 121(3), 127–142. https://doi.org/10.1111/ssm.12452
  • Karakus, T., Inal, Y., & Cagiltay, K. (2008). A descriptive study of Turkish high school students’ game-playing characteristics and their considerations concerning the effects of games. Computers in Human Behavior, 24(6), 2520–2529. https://doi.org/10.1016/j.chb.2008.03.011
  • Ke, F. (2019). Mathematical problem solving and learning in an architecture-themed epistemic game. Educational Technology Research and Development, 67(5), 1085–1104. https://doi.org/10.1007/s11423-018-09643-2
  • Kim, H., & Ke, F. (2017). Effects of game-based learning in an OpenSim-supported virtual environment on mathematical performance. Interactive Learning Environments, 25(4), 543-557. https://doi.org/10.1080/10494820.2016.1167744
  • Ku, O., Chen, S. Y., Wu, D. H., Lao, A. C., & Chan, T. W. (2014). The effects of game-based learning on mathematical confidence and performance: High ability vs. low ability. Educational Technology & Society, 17(3), 65–78.
  • Lenhart, A., Kahne, J., Middaugh, E., Macgill, A. R., Evans, C., & Vitak, J. (2008). Teens, video games, and civics: Teens’ gaming experiences are diverse and include significant social interaction and civic engagement. The Pew Internet & American Life Project. Retrieved from: https://files.eric.ed.gov/fulltext/ED525058.pdf
  • Lincoln, Y.S., & Guba, E. (1985). Naturalistic inquiry. Sage
  • Mavridis, A., Katmada, A. & Tsiatsos, T. (2017). Impact of online flexible games on students’ attitude towards mathematics. Educational Technology Research and Development, 65, 1451–1470 https://doi.org/10.1007/s11423-017-9522-5
  • Miles, M.B., Huberman, M.A., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Sage.
  • Mills, G. E., & Gay, L. R. (2019). Educational research: Competencies for analysis and applications. Pearson.
  • Oxford Learner’s Dictionary of Academic English. (2023). Definition of the term “consideration”. Retrieved September 11, 2023, from https://www.oxfordlearnersdictionaries.com/definition/academic/consideration?q=consideration
  • Pan, Y., Ke, F., & Xu, X. (2022). A systematic review of the role of learning games in fostering mathematics education in K-12 settings. Educational Research Review, 36, 100448. https://doi.org/10.1016/j.edurev.2022.100448
  • Pastore, R. S., & Falvo, D. A. (2010). Video games in the classroom: Pre- and in-service teachers’ perceptions of games in the K-12 classroom. International Journal of Instructional Technology and Distance Learning, 7(12), 49-57.
  • Pilegard, C., & Mayer, R. E. (2015). Improving academic learning from computer-based narrative games. Contemporary Educational Psychology, 44-45, 12-20. https://doi.org/10.1016/j.cedpsych.2015.12.002
  • Plass, J. L., O'Keefe, P. A., Homer, B. D., Case, J., Hayward, E. O., Stein, M., & Perlin, K. (2013). The impact of individual, competitive, and collaborative mathematics game play on learning, performance, and motivation. Journal of Educational Psychology, 105(4), 1050 –1066. https://doi.org/10.1037/a0032688
  • Rice, J. W. (2007). New media resistance: Barriers to implementation of computer video games in the classroom. Journal of Educational Multimedia and Hypermedia, 16(3), 249-261.
  • Scratch Ideas. (2023). Retrieved August 04, 2023, from https://scratch.mit.edu/ideas
  • Takeuchi, L. M., & Vaala, S. (2014). Level up learning: A national survey on teaching with digital games. New York: The Joan Ganz Cooney Center at Sesame Workshop. https://joanganzcooneycenter.org/publication/level-up-learning-a-national-survey-on-teaching-with-digital-games/
  • Thompson, A. G. (1992). Teachers’ beliefs and conceptions: A synthesis of the research. In D. B. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 127–146). Macmillan.
  • Yeo, S., Rutherford, T., & Campbell, T. (2022). Understanding elementary mathematics teachers’ intention to use a digital game through the technology acceptance model. Education and Information Technologies, 27(8), 11515-11536. https://doi.org/10.1007/s10639-022-11073-w
  • Yıldız Durak, H., & Karaoğlan Yılmaz, F. G. (2019). Öğretmen adaylarının matematik öğretimine yönelik eğitsel dijital oyun tasarımlarının ve tasarım sürecine ilişkin görüşlerinin incelenmesi. Ege Eğitim Dergisi, 20(1), 262-278. https://doi.org/10.12984/egeefd.439146

Öğretmen Adaylarının Matematik Öğretiminde Dijital Oyun Kullanımına İlişkin Dikkate Aldıkları Hususlar

Yıl 2023, Cilt: 5 Sayı: Özel Sayı, 244 - 270, 29.10.2023

Seher Avcu

Öz

Bu çalışmanın amacı, öğretmen adaylarının matematik öğretiminde dijital oyun kullanımına ilişkin dikkate aldıkları hususları araştırmaktır. Çalışmanın katılımcıları, Türkiye’deki bir devlet üniversitesinde öğretmen eğitimi programına kayıtlı olan on sekiz ortaokul matematik öğretmeni adayıdır. Araştırmanın katılımcıları ölçüt örnekleme yöntemi kullanılarak seçilmiştir. Dijital matematik oyunları tasarlama konusunda deneyim sahibi olmak katılımcı seçiminde kriter olarak kullanılmıştır. Bu nedenle, veri toplamadan önce, katılımcılar Scratch programlama dili aracılığıyla dijital matematik oyunları tasarlama konusunda deneyim kazandıkları on dört haftalık seçmeli bir derse katılmışlardır. Bu seçmeli ders kapsamında öğretmen adayları matematik içerikli dijital oyunlar tasarlamışlardır. Veriler beş açık uçlu sorudan oluşan bir test aracılığıyla toplanmıştır. Daha sonra katılımcılar ile bu sorulara ilişkin görüşmeler yapılmıştır. Katılımcıların biri dışında tamamı dijital oyunları matematik derslerinin son bölümünde alıştırma yapmak, pratik yapmak, öğrenmeyi değerlendirmek ve öğrencilerin öğrenmelerindeki eksiklikleri belirlemek amacıyla kullanacaklarını ifade etmiştir. Ayrıca, katılımcıların yarısından fazlası, dijital oyunları dersin ana bölümünde matematik öğretmek için kullanacaklarını ifade etmiştir. Katılımcıların yaklaşık beşte biri, dijital oyunları dersin giriş bölümünde öğrencilerin merakını artırmak, dikkatlerini matematik konularına çekmek, matematik konularına ilişkin ön bilgilerini kontrol etmek ve öğrencileri matematik öğrenmeye motive etmek amacıyla kullanacaklarını ifade etmiştir. Öte yandan, katılımcıların yaklaşık onda altısı, dijital matematik oyunları dışında başka bir etkinlik yapmaya gerek kalmadan bir matematik konusunu tamamen dijital matematik oyunlarıyla öğretmenin mümkün olmadığını, dörtte biri ise bunun dijital oyuna ve öğretilen matematik konusuna bağlı olduğunu düşünmektedir. Katılımcıların dijital matematik oyunlarını kullanmayı planlarken göz önünde bulundurdukları hususlar şunlardır: matematiksel konuya uygunluk, oyunun anlaşılırlığı, oyunun öğrencilerin hazırbulunuşluk ve sınıf seviyelerine uygunluğu ve oyunun eğlenceli olması. Son olarak, öğretmen adayları gelecekteki sınıflarında dijital oyunları kullanırken şu sorunların yaşanabileceğini öngörmüşlerdir: oyunun yeterince açık olmaması, oyunun öğretilecek matematik konusu ile uyumsuzluğu, oyunun öğrencilerin hazır bulunuşluk ve sınıf seviyelerine uygun olmaması ve teknolojik sorunlar.

Anahtar Kelimeler

Dijital matematik oyun tasarımı ortaokul matematik öğretmen adayları Scratch

Destekleyen Kurum

Yok

Proje Numarası

Yok

Teşekkür

Yok

Kaynakça

  • Arena, D. A., & Schwartz, D. L. (2014). Experience and explanation: Using video games to prepare students for formal instruction in statistics. Journal of Science Education and Technology, 23(4), 538-548. https://doi.org/10.1007/s10956-013-9483-3
  • Avraamidou, A., Monaghan, J., & Walker, A. (2015). Mathematics and non-school gameplay. In T. Lowrie & R. Jorgensen (Eds.), Digital games and mathematics learning (pp. 11–34). Springer.
  • Baek, Y. K. (2008). What hinders teachers in using computer and video games in the classroom? Exploring factors inhibiting the uptake of computer and video games. CyberPsychology & Behavior, 11(6), 665-671. http://doi.org/10.1089/cpb.2008.0127
  • Boyle, E. A., Hainey, T., Connolly, T. M., Gray, G., Earp, J., Ott, M., & Pereira, J. (2016). An update to the systematic literature review of empirical evidence of the impacts and outcomes of computer games and serious games. Computers & Education, 94, 178–192. https://doi.org/10.1016/j.compedu.2015.11.003
  • Brom, C., Preuss, M., & Klement, D. (2011). Are educational computer micro-games engaging and effective for knowledge acquisition at high-schools? A quasiexperimental study. Computers & Education, 57(3), 1971-1988. https://doi.org/10.1016/j.compedu.2011.04.007
  • Byun, J., & Joung, E. (2018). Digital game‐based learning for K–12 mathematics education: A meta‐analysis. School Science and Mathematics, 118, 113–126. https://doi.org/10.1111/ssm.12271
  • Can, G., & Cagiltay, K. (2006). Turkish prospective teachers’ perceptions regarding the use of computer games with educational features. Educational Technology & Society, 9(1), 308–321.
  • Chen, Z. H., Liao, C. C., Cheng, H. N., Yeh, C. Y., & Chan, T. W. (2012). Influence of game quests on pupils’ enjoyment and goal-pursuing in math learning. Journal of Educational Technology & Society, 15(2), 317–327.
  • Clark, D. B., Tanner-Smith, E. E., & Killingsworth, S. S. (2016). Digital games, design, and learning: A systematic review and meta-analysis. Review of Educational Research, 86(1), 79–122. https://doi.org/10.3102/0034654315582065
  • Corbin, J., & Straus, A. (2015). Basics of qualitative research: Techniques and procedures for developing grounded theory (4th ed.). SAGE Publications, Inc.
  • Divjak, B., & Tomić, 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 Science, 35(1), 15–30.
  • Fishman, B., Riconscente, M., Snider, R., Tsai, T., & Plass, J. (2014). Empowering educators: Supporting student progress in the classroom with digital games. University of Michigan. Retrieved July 04, 2023, from http://gamesandlearning.umich.edu/agames
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. McGraw-Hill.
  • Giannakos, M. N. (2013). Enjoy and learn with educational games: Examining factors affecting learning performance. Computers & Education, 68, 429–439. https://doi.org/10.1016/j.compedu.2013.06.005
  • Hu, H., & Sperling, R. A. (2022). Pre-service teachers’ perceptions of adopting digital games in education: A mixed methods investigation. Teaching and Teacher Education, 120, 103876. https://doi.org/10.1016/j.tate.2022.103876
  • Jensen, E. O., & Skott, C. K. (2022). How can the use of digital games in mathematics education promote students’ mathematical reasoning? A qualitative systematic review. Digital Experiences in Mathematics Education, 8(2), 183–212. https://doi.org/10.1007/s40751-022-00100-7
  • Joung, E., & Byun, J. (2021). Content analysis of digital mathematics games based on the NCTM content and process standards: An exploratory study. School Science and Mathematics, 121(3), 127–142. https://doi.org/10.1111/ssm.12452
  • Karakus, T., Inal, Y., & Cagiltay, K. (2008). A descriptive study of Turkish high school students’ game-playing characteristics and their considerations concerning the effects of games. Computers in Human Behavior, 24(6), 2520–2529. https://doi.org/10.1016/j.chb.2008.03.011
  • Ke, F. (2019). Mathematical problem solving and learning in an architecture-themed epistemic game. Educational Technology Research and Development, 67(5), 1085–1104. https://doi.org/10.1007/s11423-018-09643-2
  • Kim, H., & Ke, F. (2017). Effects of game-based learning in an OpenSim-supported virtual environment on mathematical performance. Interactive Learning Environments, 25(4), 543-557. https://doi.org/10.1080/10494820.2016.1167744
  • Ku, O., Chen, S. Y., Wu, D. H., Lao, A. C., & Chan, T. W. (2014). The effects of game-based learning on mathematical confidence and performance: High ability vs. low ability. Educational Technology & Society, 17(3), 65–78.
  • Lenhart, A., Kahne, J., Middaugh, E., Macgill, A. R., Evans, C., & Vitak, J. (2008). Teens, video games, and civics: Teens’ gaming experiences are diverse and include significant social interaction and civic engagement. The Pew Internet & American Life Project. Retrieved from: https://files.eric.ed.gov/fulltext/ED525058.pdf
  • Lincoln, Y.S., & Guba, E. (1985). Naturalistic inquiry. Sage
  • Mavridis, A., Katmada, A. & Tsiatsos, T. (2017). Impact of online flexible games on students’ attitude towards mathematics. Educational Technology Research and Development, 65, 1451–1470 https://doi.org/10.1007/s11423-017-9522-5
  • Miles, M.B., Huberman, M.A., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Sage.
  • Mills, G. E., & Gay, L. R. (2019). Educational research: Competencies for analysis and applications. Pearson.
  • Oxford Learner’s Dictionary of Academic English. (2023). Definition of the term “consideration”. Retrieved September 11, 2023, from https://www.oxfordlearnersdictionaries.com/definition/academic/consideration?q=consideration
  • Pan, Y., Ke, F., & Xu, X. (2022). A systematic review of the role of learning games in fostering mathematics education in K-12 settings. Educational Research Review, 36, 100448. https://doi.org/10.1016/j.edurev.2022.100448
  • Pastore, R. S., & Falvo, D. A. (2010). Video games in the classroom: Pre- and in-service teachers’ perceptions of games in the K-12 classroom. International Journal of Instructional Technology and Distance Learning, 7(12), 49-57.
  • Pilegard, C., & Mayer, R. E. (2015). Improving academic learning from computer-based narrative games. Contemporary Educational Psychology, 44-45, 12-20. https://doi.org/10.1016/j.cedpsych.2015.12.002
  • Plass, J. L., O'Keefe, P. A., Homer, B. D., Case, J., Hayward, E. O., Stein, M., & Perlin, K. (2013). The impact of individual, competitive, and collaborative mathematics game play on learning, performance, and motivation. Journal of Educational Psychology, 105(4), 1050 –1066. https://doi.org/10.1037/a0032688
  • Rice, J. W. (2007). New media resistance: Barriers to implementation of computer video games in the classroom. Journal of Educational Multimedia and Hypermedia, 16(3), 249-261.
  • Scratch Ideas. (2023). Retrieved August 04, 2023, from https://scratch.mit.edu/ideas
  • Takeuchi, L. M., & Vaala, S. (2014). Level up learning: A national survey on teaching with digital games. New York: The Joan Ganz Cooney Center at Sesame Workshop. https://joanganzcooneycenter.org/publication/level-up-learning-a-national-survey-on-teaching-with-digital-games/
  • Thompson, A. G. (1992). Teachers’ beliefs and conceptions: A synthesis of the research. In D. B. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 127–146). Macmillan.
  • Yeo, S., Rutherford, T., & Campbell, T. (2022). Understanding elementary mathematics teachers’ intention to use a digital game through the technology acceptance model. Education and Information Technologies, 27(8), 11515-11536. https://doi.org/10.1007/s10639-022-11073-w
  • Yıldız Durak, H., & Karaoğlan Yılmaz, F. G. (2019). Öğretmen adaylarının matematik öğretimine yönelik eğitsel dijital oyun tasarımlarının ve tasarım sürecine ilişkin görüşlerinin incelenmesi. Ege Eğitim Dergisi, 20(1), 262-278. https://doi.org/10.12984/egeefd.439146
Toplam 37 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri (Diğer)
Bölüm Makaleler
Yazarlar

Seher Avcu 0000-0003-4938-7325

Proje Numarası Yok
Erken Görünüm Tarihi 27 Ekim 2023
Yayımlanma Tarihi 29 Ekim 2023
Gönderilme Tarihi 25 Ağustos 2023
Kabul Tarihi 28 Eylül 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 5 Sayı: Özel Sayı

Kaynak Göster

APA Avcu, S. (2023). Pre-Service Middle School Mathematics Teachers’ Considerations for Using Digital Games in Their Future Classrooms. Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi, 5(Özel Sayı), 244-270.
 Kapak Resmi İndir

17775

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This work is licensed under a Creative Commons Attribution-Non Commercial 4.0 International License.