E-Değerlendirme Ortamında Kullanılan Oyunlaştırma Bileşenlerinin Öğrencilerin Katılımları Üzerine Etkisi

Abstract

In this study, the effect of gamified e-assessment system on student participation was investigated. For this purpose, a gamified e-assessment system has been designed, which includes leaderboard, badges and leveling elements, which are among the gamification components for the 5th grade mathematics lesson, in the online environment. Then, the gamified e-assessment system and the non-gamified copy student participation levels were compared. The s tudy group of the research consisted of 5th grade students studying in 4 different secondary schools in Keçiören, Ankara. The research carried out using a quasi-experimental design; A total of 270 students, including 141 control group students and 129 experimental group students, participated. In the research, students' participation in the e-evaluation system based on gamification and their participation in the e-assessment system that does not contain gamification elements were compared. In addition, differences in students' motivation strategies and achievement orientations were also included in the research. In the study, mixed research method including quantitative and qualitative data was used. Students were grouped into non-random appropriate sampling and log records of their use of the e-assessment system were kept. During the research process, students' motivation strategies and achievement orientation levels regarding the mathematics lesson were measured with scales. In addition, the data obtained by asking open-ended questions to the students were evaluated. With the effect of the pandemic period, a remote study was carried out with students. As a result of the study, there is evidence that participation can be increased by adding gamification to e-assessment systems. The students stated that they found the process enjoyable and that they liked the gamification elements in general. In the study, the most important variable affecting the participation of students in the gamified e-assessment environment is the performance approach. Learning approach stands out as the most important variable in participation in the e-assessment environment without gamification components. Again, according to the findings, self-efficacy and task value for the mathematics course are common variables that affect student participation in both e-assessment environments. The results also show that in the gamified e-assessment system, student participation who wants to show their performance comes to the fore.