5. sınıf öğrencilerinin dijital oyun bağımlılık düzeyleri ve STEM tasarımlarının incelenmesi: Bir durum çalışması
Küçük Resim Yok
Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Ege Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Günümüzde, dijital oyunlarda gerçek dünya modellenebilmektedir. Çocuklar bu dijital oyunlarda grup halinde veya bireysel çalışarak tasarımlar yapabilmektedir. Günlük hayatta test edip deneyimlemenin mümkün olmayacağı fen, matematik ve mühendislik becerileri dijital oyunlarla pekişebilmektedir. Bu çalışmada çocukların dijital oyun bağımlılık düzeylerinin, oynadıkları dijital oyun türlerinin ve oyunda geçirdikleri sürenin STEM eğitimi sonrasında verilen problem durumuna buldukları çözümlere etkisinin incelenmesi amaçlanmıştır. Bu amaçla 5. sınıf öğrencilerine önce Bilgi Formu ve Çocuklar için Dijital Oyun Bağımlılığı Ölçeği uygulanmış, sonra 10 haftalık STEM eğitimi verilmiş ve eğitimin son haftasında, bir problem durumuna ilişkin STEM Çizim Formunda ürettikleri tasarımlarına, dijital oyun bağımlılığı düzeylerinin ve oynadıkları dijital oyun türünün yansıması incelenmiştir. Araştırmada nitel araştırma yöntemlerinden biri olan bütüncül çoklu durum deseninden faydalanılmıştır. Araştırmanın örneklemini İzmir Büyükşehir Belediyesi tarafından yürütülen ve İZKA tarafından desteklenen Çocuk Keşif Atölyeleri Merkezi'nde 2021-2022 eğitim öğretim döneminde STEM eğitimine katılan ve 10 haftasını tamamlayan 68 adet 5. sınıf öğrencisi oluşturmaktadır. Veri analizinde öncelikle "Bilgi Formu" ve "Çocuklar için Dijital Oyun Bağımlılığı Ölçeği"nden elde edilen veriler cinsiyet, oyun türleri, oyunda geçirdikleri süre ve dijital oyun bağımlılık düzeylerinin dağılımını görmek amacıyla. SPSS 26 istatistik programı kullanılmıştır. STEM Çizim Formunda elde edilen verilerin analizi ise betimsel analiz yöntemi ile analiz edilmiştir; öğrencilerin yapmış oldukları çizimler ayrıntılı olarak incelenip benzer amaç ve özellikte olan çizimler aynı kategoride olacak şekilde temalar oluşturulmuştur. Araştırmada öğrencilerin dijital oyun bağımlılık düzeyleri arttıkça problem çözümlerinin daha yaratıcı ve çeşitli olduğu, dijital dünyada gördükleri ögeleri gerçek dünyaya taşıma eğilimlerinin arttığı bulunmuştur. Bununla birlikte bağımlılık düzeyindeki artış ile birlikte öğrencilerin, tasarımlarının uygulanabilirliğine dikkat etmediği ve gerçek ile sanal dünya arasındaki doğa kanunları farkını göz ardı ettiği görülmüştür.
Today, the real world can be modeled in digital games. Children can make designs in these digital games by working in groups or individually. Science, mathematics and engineering skills, which would not be possible to test and experience in daily life, can be reinforced with digital games. In this study, it is aimed to examine the effects of children's digital game addiction levels, the types of digital games they play and the time they spend in the game on the solutions they find to the problem situation given after STEM education. For this purpose, the 5th grade students were first given the Information Form and the Digital Game Addiction Scale for Children, then 10 weeks of STEM education were given and in the last week of the education, the reflection of the digital game addiction levels and the type of digital game they played on the designs they produced in the STEM Drawing Form related to a problem situation were examined. The holistic multiple case design, which is one of the qualitative research methods, was used in the research. The sample of the research consists of 68 5th grade students who participated in STEM education in the 2021-2022 academic year and completed 10 weeks at the Child Discovery Workshops Center, which is carried out by İzmir Metropolitan Municipality and supported by İZKA. In the data analysis, firstly, the data obtained from the "Information Form" and the "Digital Game Addiction Scale for Children" were used to see the distribution of gender, game types, time spent in the game and digital game addiction levels. SPSS 26 statistical program was used. The analysis of the data obtained in the STEM Drawing Form was analyzed with the descriptive analysis method; The drawings made by the students were examined in detail and the themes were created so that the drawings with similar purposes and characteristics were in the same category. In the study, it was found that as students' digital game addiction levels increase, their problem solutions are more creative and diverse, and their tendency to carry the items they see in the digital world to the real world increases. However, with the increase in the level of addiction, it was seen that the students did not pay attention to the applicability of their designs and ignored the difference in the laws of nature between the real and virtual worlds.
Today, the real world can be modeled in digital games. Children can make designs in these digital games by working in groups or individually. Science, mathematics and engineering skills, which would not be possible to test and experience in daily life, can be reinforced with digital games. In this study, it is aimed to examine the effects of children's digital game addiction levels, the types of digital games they play and the time they spend in the game on the solutions they find to the problem situation given after STEM education. For this purpose, the 5th grade students were first given the Information Form and the Digital Game Addiction Scale for Children, then 10 weeks of STEM education were given and in the last week of the education, the reflection of the digital game addiction levels and the type of digital game they played on the designs they produced in the STEM Drawing Form related to a problem situation were examined. The holistic multiple case design, which is one of the qualitative research methods, was used in the research. The sample of the research consists of 68 5th grade students who participated in STEM education in the 2021-2022 academic year and completed 10 weeks at the Child Discovery Workshops Center, which is carried out by İzmir Metropolitan Municipality and supported by İZKA. In the data analysis, firstly, the data obtained from the "Information Form" and the "Digital Game Addiction Scale for Children" were used to see the distribution of gender, game types, time spent in the game and digital game addiction levels. SPSS 26 statistical program was used. The analysis of the data obtained in the STEM Drawing Form was analyzed with the descriptive analysis method; The drawings made by the students were examined in detail and the themes were created so that the drawings with similar purposes and characteristics were in the same category. In the study, it was found that as students' digital game addiction levels increase, their problem solutions are more creative and diverse, and their tendency to carry the items they see in the digital world to the real world increases. However, with the increase in the level of addiction, it was seen that the students did not pay attention to the applicability of their designs and ignored the difference in the laws of nature between the real and virtual worlds.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training, Dijital oyun bağımlılığı, Mühendislik tasarım süreci, Normal grup, Riskli grup, STEM, Yüksek düzeyde riskli grup., Digital game addiction, Engineering design process, High-risk group, Normal group, Risk group, STEM.
