Matematik Öğretimi için Oyunlaştırılmış Ders Tasarımı Model Önerisi

Abstract

This study aims to present a gamified lesson design model for mathematics instruction. To this aim, the factors that played the main role in the emergence of the design model were examined. In more detail, the gamification design process, the mathematical knowledge for teaching used in the process, and the functions of the related knowledge were investigated thoroughly. In the research, a design-based research model was conducted to create the steps and design principles of the model. Design-based research consists of three cycles that include the constitute of the draft, the preliminary, and the final model. Sixteen pre-service teachers, who are 4th year students, in the elementary mathematics teacher education program of a state university, took part in the role of the instructional designer in the formation cycles of the preliminary and final model. During the research, the data were obtained from various data collection instruments and were subjected to content analysis. The final model has a spiral, flexible, and dynamic structure, and each step affects the previous or next steps. The model consists of goal analysis, design, development, implementation, and evaluation-improvement steps. In the design principles of these steps, it is emphasized which gamification elements and Mathematical Knowledge for Teaching should be used. It is expected that the mathematics lessons designed with the current model will positively affect teaching environments, just like the studies in which gamification is used in the literature. It is suggested to consider gamification in mathematics teaching in terms of technology in further studies.