BTÖ625 - GAMIFICATION IN EDUCATION
| Course Name | Code | Semester | Theory (hours/week) |
Application (hours/week) |
Credit | ECTS |
|---|---|---|---|---|---|---|
| GAMIFICATION IN EDUCATION | BTÖ625 | Any Semester/Year | 2 | 2 | 3 | 8 |
| Prequisites | - | |||||
| Course language | Turkish | |||||
| Course type | Elective | |||||
| Mode of Delivery | Face-to-Face | |||||
| Learning and teaching strategies | Lecture Discussion Question and Answer Case Study Problem Solving Project Design/Management | |||||
| Instructor (s) | Asst. Prof. Dr. Selay Arkün Kocadere | |||||
| Course objective | Comprehending the theoretical framework of gamification design considering game design, transferring game elements to gamification, examining gamification examples of both business and education; distinguish between game and gamification, discussing the effect of gamification on instruction; designing both gamified classrooms and online learning environments | |||||
| Learning outcomes |
| |||||
| Course Content | Theoretical framework of gamification design; the difference between game and gamification; similarity and discrepancy between game and gamification design; gamification examples of business, marketing, and education; gamification elements; gamification design for classroom; gamification design for online learning environment; gamification tools; gamified assessment; effect of gamification on education; a critical outlook on gamification. | |||||
| References | Abramovich, S., Schunn, C., & Higashi, R. M. (2013). Are badges useful in education?: it depends upon the type of badge and expertise of learner. Educational Technology Research and Development, 61, 217-232. Arkün Kocadere, S. & ÇaÄŸlar, Åž. (2015). The design and implementation of a gamified assessment. Journal of e-Learning and Knowledge Society, 11(3), 85-99. Boticki, I., Baksa, J., Seow, P., & Looi, C.-K. (2015). Usage of a mobile social learning platform with virtual badges in a primary school. Computers & Education, 86, 120-136. Cheong, C., Cheong, F., & Filippou, J. (2013). Quick Quiz: A Gamified Approach for Enhancing Learning. Paper presented at the PACIS. De-Marcos, L., DomÃnguez, A., Saenz-de-Navarrete, J., & Pagés, C. (2014). An empirical study comparing gamification and social networking on e-learning. Computers & Education, 75, 82-91. Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: defining gamification. | |||||
Course outline weekly
| Weeks | Topics |
|---|---|
| Week 1 | What gamification is and it is not? |
| Week 2 | Theoretical framework of gamification |
| Week 3 | Relationship between game design and gamification |
| Week 4 | Examples from gamification of business |
| Week 5 | Examples from gamification of education |
| Week 6 | Gamification models: Process and elements |
| Week 7 | Midterm |
| Week 8 | Effect of gamification of education |
| Week 9 | Gamification design for classrooms |
| Week 10 | Gamification design for online learning environments |
| Week 11 | Tools for gamification |
| Week 12 | Gamified assessment |
| Week 13 | A critical outlook on gamification |
| Week 14 | Project pre-presentation |
| Week 15 | Project final presentation |
| Week 16 | - |
Assesment methods
| Course activities | Number | Percentage |
|---|---|---|
| Attendance | 14 | 0 |
| Laboratory | 0 | 0 |
| Application | 0 | 0 |
| Field activities | 0 | 0 |
| Specific practical training | 0 | 0 |
| Assignments | 2 | 10 |
| Presentation | 1 | 10 |
| Project | 1 | 50 |
| Seminar | 0 | 0 |
| Midterms | 1 | 30 |
| Final exam | 0 | 0 |
| Total | 100 | |
| Percentage of semester activities contributing grade succes | 3 | 50 |
| Percentage of final exam contributing grade succes | 1 | 50 |
| Total | 100 | |
WORKLOAD AND ECTS CALCULATION
| Activities | Number | Duration (hour) | Total Work Load |
|---|---|---|---|
| Course Duration (x14) | 14 | 2 | 28 |
| Laboratory | 0 | 0 | 0 |
| Application | 14 | 2 | 28 |
| Specific practical training | 0 | 0 | 0 |
| Field activities | 0 | 0 | 0 |
| Study Hours Out of Class (Preliminary work, reinforcement, ect) | 11 | 4 | 44 |
| Presentation / Seminar Preparation | 1 | 10 | 10 |
| Project | 1 | 40 | 40 |
| Homework assignment | 2 | 10 | 20 |
| Midterms (Study duration) | 1 | 10 | 10 |
| Final Exam (Study duration) | 1 | 60 | 60 |
| Total Workload | 45 | 138 | 240 |
Matrix Of The Course Learning Outcomes Versus Program Outcomes
| D.9. Key Learning Outcomes | Contrubition level* | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1. Approaching the theories and praxis in the field of CEIT (Computer Education and Instructional Technology) by utilizing scientific and higher order thinking skills. | X | ||||
| 2. Utilizing the concepts and principles of CEIT in research effectively | X | ||||
| 3. Evaluating the theoretical and practical place of CEIT in interdisciplinary studies | X | ||||
| 4. Planning and conducting research in order to contribute to the literature and practice in the CEIT | X | ||||
| 5. Following the current trends in CEIT and reflecting them upon their studies. | X | ||||
| 6. Developing proposals based on theories on diffusion of CEIT and its integration into learning-teaching processes and guiding institutions | X | ||||
| 7. Analyzing and reporting studies on designing, developing and disseminating e-learning environments based on learning-teaching theories | X | ||||
| 8. Contributing to collaborative national/international projects based on ICT for solving social or field-specific problems | X | ||||
| 9. Evaluating practices based on theories and models based on social/psychological/educational/cognitive variables related to the effects of technology on life | X | ||||
| 10. Acting as aware of the rules of professional ethics | X | ||||
| 11. Evaluating the relationship between Turkey's ICT vision, strategic goals and action plans and the theories and models in the field. | X | ||||
| 12. Utilizing multiple literacy skills specific to the field in their studies and following new literacies | X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest