The Effects Of Educational Games, Feedback And Correction On The Learning Level And The Retention Of Knowledge

Yıldırım, Bekir; Sünbül, Ali Murat

doi:10.18844/gjhss.v3i3.1605

Cited by 2 publications

(1 citation statement)

References 4 publications

(5 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The Turkish Language Association has defined the game as "Amusement that develops talent and intelligence, has certain rules and helps to have a good time" and "All kinds of competitions based on agility, which are held to develop physical and mental abilities." The game, which allows the child's inner world experiences and feelings to be reflected outside, is the whole of activities that allow the individual to learn by trying, without help, without any help, and without discrimination of language, religion, race, and gender (Yavuzer, 2012;Yildirim, 2015). Huizinga (2010) defines the game as "an action that feels outside the ordinary life, is free and fictional, but still has the ability to completely absorb the player, and is performed in a certain time or place in order, in accordance with certain rules."…”

Section: Introductionmentioning

confidence: 99%

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

Yüceant

2022

eqr

View full text Add to dashboard Cite

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.

show abstract

Section: Introductionmentioning

confidence: 99%

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

Yüceant

2022

eqr

View full text Add to dashboard Cite

show abstract

Types of Context Clues and Vocabulary Meaning Inference: Abilities and Perceptions of English Major Undergraduate Students

Wongwiwattana,

Watanapokakul

2021

rEFLections

View full text Add to dashboard Cite

The context clue strategy to derive the meaning of unfamiliar words and its effectiveness have been generally accepted, and the strategy is widely taught to ESL/EFL students. This study aimed to (1) compare the abilities in making use of context clues to derive the meaning of vocabulary among four groups of English major undergraduate students (Years 1-4); (2) compare the abilities to identify the context clues used to derive the meaning of unfamiliar words among the four student groups; (3) investigate the correlation between ability and context clues used to derive the meaning of unfamiliar words; and (4) investigate students’ opinions towards using the context clue strategy to derive the meaning of unfamiliar words. A 40-item vocabulary test and a set of questionnaires were administered to English major undergraduate students in the Faculty of Liberal Arts at a university in Thailand in the second semester of the academic year 2020. Then, 39 responses were randomly selected from each student batch to be the study sample. Three students from each student group were randomly selected to be interviewed to gather more in-depth information. The findings revealed that the ability to use context clues to derive the meaning of unfamiliar words among the four groups of English major undergraduate students was significantly different. Conversely, there was no significant difference in their ability to correctly identify the context clue types they used to infer word definitions. Also, there was a significant correlation between both abilities. Moreover, the students showed positive opinions towards the use of context clues to infer the meaning of vocabulary and provided some interesting ideas regarding the teaching of context clues for ESL/EFL teachers and English major program committees.

show abstract

The Effects Of Educational Games, Feedback And Correction On The Learning Level And The Retention Of Knowledge

Cited by 2 publications

References 4 publications

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

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

Types of Context Clues and Vocabulary Meaning Inference: Abilities and Perceptions of English Major Undergraduate Students

Contact Info

Product

Resources

About