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dc.contributor.advisorYıldız, Bahadır
dc.contributor.authorÇiftci, Kübra Gül
dc.date.accessioned2023-07-31T10:47:01Z
dc.date.issued2023-07-10
dc.date.submitted2023-06-15
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A path model for metacognition and its relation to problem-solving strategies and achievement for different tasks. ZDM, 51, 641-653. Zichermann, G., & Cunningham, C (2011). Gamification by design: Implementing game mechanics in web and mobile apps. O'Reilly Media, Inc. Zimmerman, B. J (2013). From cognitive modeling to self-regulation: A social cognitive career path. Educational Psychologist, 48(3), 135-147.tr_TR
dc.identifier.urihttps://hdl.handle.net/11655/33802
dc.description.abstractThe aim of this study is to examine the effect of digital game design process with metacognitive strategies on academic success in mathematics course, the level of metacognition awareness and its relationship with game design. The importance of the research is to combine metacognitive skills with digital game design through code block programs, thus supporting classroom environments with developing technology. In this study, where the action research method was used, a study group was formed with the purposeful sampling method. Within the scope of the Information Technologies and Software course in a public school, two classes with the closest characteristics and willing to develop digital game design were selected among the fifth grade students who designed digital games through the code block program. The sample of the research consists of 40 students in total, 20 of which are in the experimental group and 20 in the control group.After determining the groups, mathematics academic achievement and metacognitive awareness tests were applied to the experimental and control groups as a pre-test. The experimental group designed a game using a block coding program called Scratch to solve a different problem situation every week for six weeks. In order to observe this process in depth, a three-stage multiple measurement tool developed by the researcher was used. These stages consist of metacognitive scores, game design scores and scores created according to Scratch designs. At the end of the application process, academic achievement and metacognitive awareness tests were applied to the experimental and control groups again. As a result of the analyzes, it was observed that there was a positive change in the academic success of the digital game design process and the metacognitive awareness scores of the mathematics course. In addition, it has been determined that there are significant and positive relationships between metacognition, digital game design and Scratch. This study emphasizes the importance of digital game design in the development of metacognitive skills and stands out as an effective method that can be used in mathematics lessons.tr_TR
dc.language.isoturtr_TR
dc.publisherEğitim Bilimleri Enstitüsütr_TR
dc.rightsinfo:eu-repo/semantics/openAccesstr_TR
dc.subjectÜstbiliştr_TR
dc.subjectDijital Oyun Tasarımıtr_TR
dc.subjectMatematik Başarısıtr_TR
dc.subject.lcshBilgi kaynaklarıtr_TR
dc.title“Üstbiliş Stratejilerinin Kullanıldığı Dijital Oyun Tasarımının Matematik Başarısına Etkisi”tr_TR
dc.typeinfo:eu-repo/semantics/masterThesistr_TR
dc.description.ozetBu çalışmanın amacı; üstbiliş stratejileriyle dijital oyun tasarım sürecinin matematik dersi akademik başarısına etkisi, üstbiliş farkındalık düzeyi ve oyun tasarımı ile olan ilişkisini incelemektir. Araştırmanın önemi, üstbiliş becerilerinin kod blok programları aracılığıyla dijital oyun tasarımıyla birleştirilmesi ve böylece sınıf ortamlarının gelişen teknolojiyle desteklenmesidir. Eylem araştırması yöntemi kullanılan bu çalışmada amaçlı örneklem yöntemiyle bir çalışma grubu oluşturulmuştur. Devlet okulunda eğitim gören Bilişim Teknolojileri ve Yazılım dersi kapsamında kod blok programı aracılığı ile dijital oyun tasarımı yapan beşinci sınıf öğrencileri arasından düzey belirleme testi uygulanarak en yakın özelliklere sahip, dijital oyun tasarımı geliştirmeye istekli iki sınıf seçilmiştir. Araştırmanın örneklemi, 20 deney ve 20 kontrol grubu olmak üzere toplamda 40 öğrenciden oluşmaktadır. Grupların belirlenmesinin ardından deney ve kontrol gruplarına ön test olarak matematik akademik başarı ve üstbiliş farkındalık testleri uygulanmıştır. Deney grubu, altı hafta boyunca her hafta farklı bir problem durumunu çözmek için Scratch adlı blok kodlama programı aracılığıyla oyun tasarımı yapmıştır. Bu sürecin derinlemesine gözlemlenebilmesi için araştırmacı tarafından geliştirilen üç aşamalı çoklu ölçme aracı kullanılmıştır. Bu aşamalar; üstbiliş puanları, oyun tasarımı puanları ve Scratch tasarımlarına göre oluşturulan puanlardan oluşmaktadır. Uygulama sürecinin sonunda tekrar deney ve kontrol gruplarına akademik başarı ve üstbiliş farkındalık testleri uygulanmıştır. Yapılan analizler sonucunda dijital oyun tasarım sürecinin matematik dersi akademik başarısı ve üstbiliş farkındalık puanlarında olumlu yönde değişim gözlendiği görülmüştür. Ayrıca, üstbiliş, dijital oyun tasarımı ve Scratch arasında anlamlı ve pozitif yönde ilişkiler olduğu tespit edilmiştir. Bu çalışma, üstbiliş becerilerinin geliştirilmesinde dijital oyun tasarımının önemini vurgulamakta ve matematik dersinde kullanılabilecek etkili bir yöntem olarak öne çıkmaktadır.tr_TR
dc.contributor.departmentMatematik ve Fen Bilimleritr_TR
dc.embargo.termsAcik erisimtr_TR
dc.embargo.lift2023-07-31T10:47:01Z
dc.fundingYoktr_TR
dc.subtypelearning objecttr_TR


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