You are here:

Effects of the Gamification Supported Flipped Classroom Model on the Attitudes and Opinions Regarding Game-Coding Education ARTICLE

, , , Near East University

iJET Volume 13, Number 1, ISSN 1863-0383 Publisher: International Association of Online Engineering, Kassel, Germany

Abstract

The aim of this study is to determine the opinions of teacher candidate students about applications and effects of attitudes for coding by making Project Development course with gamification supported flipped classroom during coding period. Quantitative and qualitative methods were used together in this study which aims to determine the attitudes and opinions of students about coding in gamification supported flipped classrooms for 14 weeks. In the qualitative dimension of the study, pre-test and post-test were applied as attitude measure for students about the coding. Whereas in quantitative dimension, semi-structured interview forms and interviews were held in order to obtain information in more details. This study was held with 35 classroom students who take Project Development course in Computer and Instruction Technology Teaching Departments at the Near East University of whom 3 were female and 32 were males. Results show that; the vast majority of teacher candidates have been satisfied with the activities through the approach of gamification supported flipped classroom as well as the increase in their motivation and in-class competition. Keywords\u2014gamification, flipped classroom, game, coding, attitudes

Citation

zer, H., Kanbul, S. & Ozdamli, F. (2018). Effects of the Gamification Supported Flipped Classroom Model on the Attitudes and Opinions Regarding Game-Coding Education. International Journal of Emerging Technologies in Learning (iJET), 13(1), 109-123. Kassel, Germany: International Association of Online Engineering. Retrieved July 21, 2018 from .

Keywords