Investigation of Teachers' Self-Efficacy of Educational Game-Playing

Abstract

Educational games are activities that enable individuals of learning age to reinforce their knowledge by repeating what they have learned in an environment where they feel comfortable. Educational games contribute to the development of the individual in many areas as well as cognitive, affective, psycho-motor and social development. In this context, it is known that teachers have an undeniable importance in transferring educational games that have a direct effect on children's development. Therefore, this research was carried out to examine teachers' educational game playing self-efficacy. The research group consisted of a total of 300 teachers, including 100 physical education teachers, 100 preschool teachers and 100 classroom teachers. “Educational Game-Playing Self-Efficacy Scale” was used as a data collection tool in the research. In the analysis of the data, arithmetic mean and standard deviation techniques from descriptive statistics were used to determine the educational game playing self-efficacy of teachers. Then, the normality test of the data was carried out by applying the Kolmogorov-Smirnov technique and the Skewness-Kurtosis coefficients. In the study, t-test was used to determine whether teachers' educational game-playing self-efficacy differed in terms of gender, and one-way analysis of variance (Anova) technique was used to determine whether it differed in terms of branch. Tukey test was used to determine the source of variance. According to the results obtained in the study, while there was no significant difference in the level of educational game-playing self-efficacy of teachers in terms of gender, there was a significant difference in terms of branch. In the examination, it was concluded that the educational game self-efficacy of physical education teachers was higher than that of preschool and classroom teachers.