Oyunlaştırılmış Bir Öğrenme Ortamının Tasarlanması, Uygulanması ve Çeşitli Değişkenlere Göre İncelenmesi

Abstract

Aim of this study was to design an online learning environment including different gamification components, to describe flow, emotional engagement, motivation, and achievement of the participants in this environment, and to investigate factors predicting achievement in gamified online learning environments under the scope of aforementioned variables. The study was designed as a correlational study. The gamified online learning environment was used by 40 undergraduate students taking Distance Education course in the department of Computer Education and Instructional Technology at a public university in Ankara, Turkey. In this study examined how well flow, emotional engagement, and motivation predict achievement, and tested a path model including hypotheses regarding the effects of the variables on each other. As a result of correlational analyses, the study revealed that the designed model was consistent with the data very well. Moreover, the study indicated that flow and emotional engagement explained 68% of variance of motivation, and flow, emotional engagement, and motivation explained 22% of variance of achievement. In addition, there was a positive and significant effect of flow on motivation and achievement, and there was a positive and significant effect of emotional engagement on motivation. The study also proposed suggestions considering design and implementation of the gamified learning environment and research results. Some of these suggestions are testing the generated path model with larger samples, conducting research using log data in the online learning environment, developing a web tool that automates the gamification