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Factors That Enable or Hinder the Implementation of Game Development Activity in Learning Environments

Factors That Enable or Hinder the Implementation of Game Development Activity in Learning Environments

Kevser Hava, Tolga Guyer, Hasan Cakir
Copyright: © 2020 |Pages: 22
ISBN13: 9781799832508|ISBN10: 1799832503|ISBN13 Softcover: 9781799832515|EISBN13: 9781799832522
DOI: 10.4018/978-1-7998-3250-8.ch014
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MLA

Hava, Kevser, et al. "Factors That Enable or Hinder the Implementation of Game Development Activity in Learning Environments." Cognitive and Affective Perspectives on Immersive Technology in Education, edited by Robert Z. Zheng, IGI Global, 2020, pp. 267-288. https://doi.org/10.4018/978-1-7998-3250-8.ch014

APA

Hava, K., Guyer, T., & Cakir, H. (2020). Factors That Enable or Hinder the Implementation of Game Development Activity in Learning Environments. In R. Zheng (Ed.), Cognitive and Affective Perspectives on Immersive Technology in Education (pp. 267-288). IGI Global. https://doi.org/10.4018/978-1-7998-3250-8.ch014

Chicago

Hava, Kevser, Tolga Guyer, and Hasan Cakir. "Factors That Enable or Hinder the Implementation of Game Development Activity in Learning Environments." In Cognitive and Affective Perspectives on Immersive Technology in Education, edited by Robert Z. Zheng, 267-288. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-3250-8.ch014

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Abstract

This study aims to investigate the factors that enable or hinder the implementation of game development activity in the instructional process. One instructor and 15 gifted students between the ages of 11 and 15 took part in the study. The students developed computer games related to science topics using MS Kodu game engine within the implementation process. According to the findings, it is seen that instructional practices have great importance, and the instructor plays a key role in the activity. Making and playing games have been the greatest motivation resource for students. In addition, the social environment can be an important tool in sustaining students' motivation levels. The students' negative attitudes toward educational game topics and non-computer activities hinder the successful implementation of the activity. The MS Kodu game engine might be appropriate for novice designers but not be enough for teaching programming concepts. Team-based game development activity is believed to be useful for developing advanced games and increasing the level of interaction between students.

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