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Simple but Effective: Using Reflections to Improve Pre-service Teachers' Utility Value to Teach with Game-Design

Yıl 2025, Cilt: 14 Sayı: 1, 79 - 97, 30.04.2025

Kevser Hava , Mete Akcaoglu

Öz

In this quasi-experimental study, we examined the effect of a self-reflection activity on the utility value of pre-service teachers in teaching game design. A pretest-posttest design was used to determine any differences associated with the intervention. 129 pre-service teachers from different majors participated in the study. The participants developed educational games using the MS Kodu game engine within a seven-week implementation process. The participants were randomly assigned to control and experimental groups before the intervention and engaged in specific interventions based on their group assignment. The control group students wrote summaries about game design activities, while the experimental group students wrote self-reflections about game design activities. The results indicated that the interventions influenced changes in the utility value of pre-service teachers: the utility value of the experimental group increased, while the utility value of the control group decreased. In addition, linguistic analyses indicated that students in the experimental group used more cognitive processing, affect, tentative language, and future focus than students in the control group. Gender differences in favour of female participants' utility-value perceptions were also observed following the game design process. This study provides empirical evidence of the effectiveness of self-reflection on utility value perceptions in teaching with game design.

Anahtar Kelimeler

game design motivation utility-value teacher education and linguistic analysis gender differences.

Kaynakça

  • Allsop, Y. (2015). A reflective study into children's cognition when making computer games. British Journal of Educational Technology, 47(4), 665–679.
  • An, Y. J. (2016). A case study of educational computer game design by middle school students. Educational Technology Research and Development, 64(4), 555-571.
  • An, Y. J., & Cao, L. (2017). The effects of game design experience on teachers' attitudes and perceptions regarding the use of digital games in the classroom. TechTrends, 61(2), 162-170.
  • Akcaoglu, M., & Koehler, M. J. (2014). Cognitive outcomes from the Game-Design and Learning (GDL) after-school program. Computers & Education, 75, 72-81.
  • Akcaoglu, M., & Kale, U. (2016). Teaching to teach (with) game design: Game design and learning workshops for pre-service teachers. Contemporary Issues in Technology and Teacher Education, 16(1), 60-81.
  • Akcaoglu, M., Rosenberg, J. M., Ranellucci, J., & Schwarz, C. V. (2018). Outcomes from a self-generated utility value intervention on fifth and sixth-grade students' value and interest in science. International Journal of Educational Research, 87, 67-77.
  • Bathgate, M., & Schunn, C. (2017). Factors that deepen or attenuate decline of science utility value during the middle school years. Contemporary Educational Psychology, 49, 215-225.
  • Brisson, B. M., Dicke, A. L., Gaspard, H., Häfner, I., Flunger, B., Nagengast, B., & Trautwein, U. (2017). Short intervention, sustained effects: Promoting students' math competence beliefs, effort, and achievement. American Educational Research Journal, 54(6), 1048-1078.
  • Baytak, A., & Land, S. M. (2011). An investigation of the artifacts and process of constructing computers games about environmental science in a fifth grade classroom. Educational Technology Research and Development, 59(6), 765-782.
  • Brophy, J. (2010). Motivating students to learn (3rd ed.). New York, NY: Routledge
  • Bonner, D., & Dorneich, M. (2016, September). Developing game-based learning requirements to increase female middle school student's interest in computer science. In Proceedings of the human factors and ergonomics society annual meeting (Vol. 60, No. 1, pp. 380-384). Sage CA: Los Angeles, CA: SAGE Publications.
  • Carroll, C., Patterson, M., Wood, S., Booth, A., Rick, J., & Balain, S. (2007). A conceptual framework for implementation fidelity. Implementation science, 2(1), 1-9.
  • Carbonaro, M., Szafron, D., Cutumisu, M., & Schaeffer, J. (2010). Computer-game construction: A gender-neutral attractor to Computing Science. Computers & Education, 55(3), 1098-1111.
  • Canning, E. A., & Harackiewicz, J. M. (2015). Teach it, don't preach it: The differential effects of directly-communicated and self-generated utility–value information. Motivation science, 1(1), 47
  • Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving performance and retention in introductory biology with a utility-value intervention. Journal of Educational Psychology, 110(6), 834.
  • Canning, E. A., Priniski, S. J., & Harackiewicz, J. M. (2019). Unintended consequences of framing a utility-value intervention in two-year colleges. Learning and Instruction, 62, 37-48.
  • Cheng, S. L., Lu, L., Xie, K., & Vongkulluksn, V. W. (2020). Understanding teacher technology integration from expectancy-value perspectives. Teaching and Teacher Education, 91, 103062.
  • Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.
  • Curry Jr, K. W., Spencer, D., Pesout, O., & Pigford, K. (2020). Utility value interventions in a college biology lab: The impact on motivation. Journal of Research in Science Teaching, 57(2), 232-252.
  • Daniels, L. M., & Goegan, L. D. (2019). Applying Utility-Value Writing Prompts to Science Education. Alberta Science Education Journal, 46(1).
  • Denner, J., Werner, L., & Ortiz, E. (2012). Computer games created by middle school girls: Can they be used to measure understanding of computer science concepts? Computers & Education, 58(1), 240-249.
  • Durik, A. M., Shechter, O. G., Noh, M., Rozek, C. S., & Harackiewicz, J. M. (2015). What if I can't? Success expectancies moderate the effects of utility value information on situational interest and performance. Motivation and Emotion, 39(1), 104-118.
  • Duffin, L. C., Starling, M. P., Day, M. M., & Cribbs, J. D. (2016). The effects of a consumer chemistry intervention on urban at‐risk high school students' performance, utility value, and intentions to pursue STEM. School Science and Mathematics, 116(7), 356-365.
  • Eow, Y. L., & Baki, R. (2010). Computer games development and appreciative learning approach in enhancing students' creative perception. Computers & Education, 54(1), 146-161.
  • Ertmer, P. A. (1999). Addressing first-and second-order barriers to change: Strategies for technology integration. Educational technology research and development, 47(4), 47-61.
  • Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423-435.
  • Ertmer, P. A., Paul, A., Molly, L., Eva, R., & Denise, W. (1999). Examining teachers' beliefs about the role of technology in the elementary classroom. Journal of research on Computing in Education, 32(1), 54-72.
  • Guzdial, M. (2019). The gender imbalance in AI is greater than in CS overall, and that's a big problem. Computing Education Research Blog. Retrieved: https://computinged.wordpress.com
  • Hava, K., Guyer, T., & Cakir, H. (2020). Gifted students' learning experiences in systematic game development process in after-school activities. Educational Technology Research and Development, 68(3), 1439-1459.
  • Hava, K., Guyer, T., & Cakir, H. (2020b). Factors That Enable or Hinder the Implementation of Game Development Activity in Learning Environments. In Cognitive and Affective Perspectives on Immersive Technology in Education (pp. 267-288). IGI Global.
  • Hava, K., & Cakir, H. (2017). A systematic review of literature on students as educational computer game designers. EdMedia+ Innovate Learning, 407-419.
  • Hecht, C. A., Harackiewicz, J. M., Priniski, S. J., Canning, E. A., Tibbetts, Y., & Hyde, J. S. (2019). Promoting persistence in the biological and medical sciences: An expectancy value approach to intervention. Journal of Educational Psychology, 111(8), 1462.
  • Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–2.
  • Hulleman, C. S., Godes, O., Hendricks, B. L., & Harackiewicz, J. M. (2010). Enhancing interest and performance with a utility value intervention. Journal of Educational Psychology, 102(4), 880–895.
  • Hwang, G. J., Hung, C. M., & Chen, N. S. (2014). Improving learning achievements, motivations and problem-solving skills through a peer assessment-based game development approach. Educational Technology Research and Development, 62(2), 129-145.
  • Ioannis, B., & Maria, K. (2019). Gender and student course preferences and course performance in Computer Science departments: A case study. Education and Information Technologies, 24(2), 1269-1291. JASP Team (2020). JASP (Version 0.14.1) [Computer software].
  • Kafai, Y. B., & Burke, Q. (2015). Constructionist gaming: Understanding the benefits of making games for learning. Educational psychologist, 50(4), 313-334.
  • Kafai, Y. B., Franke, M. L., Ching, C. C., & Shih, J. C. (1998). Game design as an interactive learning environment for fostering students' and teachers' mathematical inquiry. International Journal of Computers for Mathematical Learning, 3(2), 149-184.
  • Kale, U., & Akcaoglu, M. (2018). The role of relevance in future teachers' utility value and interest toward technology. Educational Technology Research and Development, 66(2), 283-311.
  • Ke, F. (2014). An implementation of design-based learning through creating educational computer games: A case study on mathematics learning during design and computing. Computers & education, 73, 26-39.
  • Ke, F., & Im, T. (2014). A case study on collective cognition and operation in team-based computer game design by middle-school children. International Journal of Technology and Design Education, 24(2), 187–201.
  • Li, Q., Lemieux, C., Vandermeiden, E., & Nathoo, S. (2013). Are you ready to teach secondary mathematics in the 21st century? A study of pre-service teachers' digital game design experience. Journal of Research on Technology in Education, 45(4), 309-337.
  • Li, Q. (2018). Enactivism and teacher instructional game building: an inquiry of theory adoption and design consideration. Educational Technology Research and Development, 66(6), 1339-1358.
  • Maehr, M. L., & Meyer, H. A. (1997). Understanding motivation and schooling: Where we've been, where we are, and where we need to go. Educational Psychology Review, 9(4), 371– 409.
  • McGuire, L., Jefferys, E., & Rutland, A. (2020). Children's evaluations of deviant peers in the context of science and technology: The role of gender group norms and status. Journal of experimental child psychology, 195, 104845.
  • Microsoft (2021), Kodu. https://www.microsoft.com/en-us/research/project/kodu/ Moncher, F. J., & Prinz, R. J. (1991). Treatment fidelity in outcome studies. Clinical psychology review, 11(3), 247-266.
  • Mostafa, T. (2019). Why don't more girls choose to pursue a science career? PISA in Focus 93. Paris: OECD Nelson, M. J., & Hawk, N. A. (2020). The impact of field experiences on prospective pre-service teachers' technology integration beliefs and intentions. Teaching and Teacher Education, 89, 103006.
  • Sancar Tokmak, H. (2015). Pre-service teachers' perceptions on TPACK development after designing educational games. Asia-Pacific Journal of Teacher Education, 43(5), 392- 410.
  • Stoilescu, D., & Egodawatte, G. (2010). Gender differences in the use of computers, programming, and peer interactions in computer science classrooms. Computer Science Education, 20(4), 283-300.
  • Prayaga, L., & Coffey, J. W. (2008). Computer Game Development: An Instructional Strategy to Promote Higher Order thinking Skills. Journal of Educational Technology, 5(3), 40-48.
  • Priniski, S. J., Rosenzweig, E. Q., Canning, E. A., Hecht, C. A., Tibbetts, Y., Hyde, J. S., & Harackiewicz, J. M. (2019). The benefits of combining value for the self and others in utility-value interventions. Journal of Educational Psychology, 111(8), 1478.
  • Robertson, J. (2012). Making games in the classroom: Benefits and gender concerns. Computers & Education, 59(2), 385-398.
  • Wetherell, G., Thompson, J. L., Vallejo, I., & Lanning, K. (2023). One nation, under war: Did the language of Fox News and MSNBC converge during the invasion of Ukraine?. Analyses of Social Issues and Public Policy.
  • Wigfield, A., & Gladstone, J. R. (2019). What does expectancy-value theory have to say about motivation and achievement in times of change and uncertainty?. In Motivation in education at a time of global change. Emerald Publishing Limited.
  • Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68–81.
  • Wigfield, A., & Eccles, J. S. (2004). Expectancy value theory in cross-cultural perspective. In D. M. McInerney & S. Van Etten (Eds.), Big theories revisited (pp. 165–198). Information Age Publishing.
  • Ünlü, Z. K., & Dökme, İ. (2020). Multivariate assessment of middle school students' interest in STEM career: a profile from Turkey. Research in Science Education, 50(3), 1217-1231.
  • Vos, N., Van Der Meijden, H., & Denessen, E. (2011). Effects of constructing versus playing an educational game on student motivation and deep learning strategy use. Computers & Education, 56(1), 127-137.
  • Yukselturk, E., & Altiok, S. (2017). An investigation of the effects of programming with Scratch on the pre-service IT teachers' self‐efficacy perceptions and attitudes towards computer programming. British Journal of Educational Technology, 48(3), 789-801.

Yıl 2025, Cilt: 14 Sayı: 1, 79 - 97, 30.04.2025

Kevser Hava , Mete Akcaoglu

Öz

Kaynakça

  • Allsop, Y. (2015). A reflective study into children's cognition when making computer games. British Journal of Educational Technology, 47(4), 665–679.
  • An, Y. J. (2016). A case study of educational computer game design by middle school students. Educational Technology Research and Development, 64(4), 555-571.
  • An, Y. J., & Cao, L. (2017). The effects of game design experience on teachers' attitudes and perceptions regarding the use of digital games in the classroom. TechTrends, 61(2), 162-170.
  • Akcaoglu, M., & Koehler, M. J. (2014). Cognitive outcomes from the Game-Design and Learning (GDL) after-school program. Computers & Education, 75, 72-81.
  • Akcaoglu, M., & Kale, U. (2016). Teaching to teach (with) game design: Game design and learning workshops for pre-service teachers. Contemporary Issues in Technology and Teacher Education, 16(1), 60-81.
  • Akcaoglu, M., Rosenberg, J. M., Ranellucci, J., & Schwarz, C. V. (2018). Outcomes from a self-generated utility value intervention on fifth and sixth-grade students' value and interest in science. International Journal of Educational Research, 87, 67-77.
  • Bathgate, M., & Schunn, C. (2017). Factors that deepen or attenuate decline of science utility value during the middle school years. Contemporary Educational Psychology, 49, 215-225.
  • Brisson, B. M., Dicke, A. L., Gaspard, H., Häfner, I., Flunger, B., Nagengast, B., & Trautwein, U. (2017). Short intervention, sustained effects: Promoting students' math competence beliefs, effort, and achievement. American Educational Research Journal, 54(6), 1048-1078.
  • Baytak, A., & Land, S. M. (2011). An investigation of the artifacts and process of constructing computers games about environmental science in a fifth grade classroom. Educational Technology Research and Development, 59(6), 765-782.
  • Brophy, J. (2010). Motivating students to learn (3rd ed.). New York, NY: Routledge
  • Bonner, D., & Dorneich, M. (2016, September). Developing game-based learning requirements to increase female middle school student's interest in computer science. In Proceedings of the human factors and ergonomics society annual meeting (Vol. 60, No. 1, pp. 380-384). Sage CA: Los Angeles, CA: SAGE Publications.
  • Carroll, C., Patterson, M., Wood, S., Booth, A., Rick, J., & Balain, S. (2007). A conceptual framework for implementation fidelity. Implementation science, 2(1), 1-9.
  • Carbonaro, M., Szafron, D., Cutumisu, M., & Schaeffer, J. (2010). Computer-game construction: A gender-neutral attractor to Computing Science. Computers & Education, 55(3), 1098-1111.
  • Canning, E. A., & Harackiewicz, J. M. (2015). Teach it, don't preach it: The differential effects of directly-communicated and self-generated utility–value information. Motivation science, 1(1), 47
  • Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving performance and retention in introductory biology with a utility-value intervention. Journal of Educational Psychology, 110(6), 834.
  • Canning, E. A., Priniski, S. J., & Harackiewicz, J. M. (2019). Unintended consequences of framing a utility-value intervention in two-year colleges. Learning and Instruction, 62, 37-48.
  • Cheng, S. L., Lu, L., Xie, K., & Vongkulluksn, V. W. (2020). Understanding teacher technology integration from expectancy-value perspectives. Teaching and Teacher Education, 91, 103062.
  • Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.
  • Curry Jr, K. W., Spencer, D., Pesout, O., & Pigford, K. (2020). Utility value interventions in a college biology lab: The impact on motivation. Journal of Research in Science Teaching, 57(2), 232-252.
  • Daniels, L. M., & Goegan, L. D. (2019). Applying Utility-Value Writing Prompts to Science Education. Alberta Science Education Journal, 46(1).
  • Denner, J., Werner, L., & Ortiz, E. (2012). Computer games created by middle school girls: Can they be used to measure understanding of computer science concepts? Computers & Education, 58(1), 240-249.
  • Durik, A. M., Shechter, O. G., Noh, M., Rozek, C. S., & Harackiewicz, J. M. (2015). What if I can't? Success expectancies moderate the effects of utility value information on situational interest and performance. Motivation and Emotion, 39(1), 104-118.
  • Duffin, L. C., Starling, M. P., Day, M. M., & Cribbs, J. D. (2016). The effects of a consumer chemistry intervention on urban at‐risk high school students' performance, utility value, and intentions to pursue STEM. School Science and Mathematics, 116(7), 356-365.
  • Eow, Y. L., & Baki, R. (2010). Computer games development and appreciative learning approach in enhancing students' creative perception. Computers & Education, 54(1), 146-161.
  • Ertmer, P. A. (1999). Addressing first-and second-order barriers to change: Strategies for technology integration. Educational technology research and development, 47(4), 47-61.
  • Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423-435.
  • Ertmer, P. A., Paul, A., Molly, L., Eva, R., & Denise, W. (1999). Examining teachers' beliefs about the role of technology in the elementary classroom. Journal of research on Computing in Education, 32(1), 54-72.
  • Guzdial, M. (2019). The gender imbalance in AI is greater than in CS overall, and that's a big problem. Computing Education Research Blog. Retrieved: https://computinged.wordpress.com
  • Hava, K., Guyer, T., & Cakir, H. (2020). Gifted students' learning experiences in systematic game development process in after-school activities. Educational Technology Research and Development, 68(3), 1439-1459.
  • Hava, K., Guyer, T., & Cakir, H. (2020b). Factors That Enable or Hinder the Implementation of Game Development Activity in Learning Environments. In Cognitive and Affective Perspectives on Immersive Technology in Education (pp. 267-288). IGI Global.
  • Hava, K., & Cakir, H. (2017). A systematic review of literature on students as educational computer game designers. EdMedia+ Innovate Learning, 407-419.
  • Hecht, C. A., Harackiewicz, J. M., Priniski, S. J., Canning, E. A., Tibbetts, Y., & Hyde, J. S. (2019). Promoting persistence in the biological and medical sciences: An expectancy value approach to intervention. Journal of Educational Psychology, 111(8), 1462.
  • Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–2.
  • Hulleman, C. S., Godes, O., Hendricks, B. L., & Harackiewicz, J. M. (2010). Enhancing interest and performance with a utility value intervention. Journal of Educational Psychology, 102(4), 880–895.
  • Hwang, G. J., Hung, C. M., & Chen, N. S. (2014). Improving learning achievements, motivations and problem-solving skills through a peer assessment-based game development approach. Educational Technology Research and Development, 62(2), 129-145.
  • Ioannis, B., & Maria, K. (2019). Gender and student course preferences and course performance in Computer Science departments: A case study. Education and Information Technologies, 24(2), 1269-1291. JASP Team (2020). JASP (Version 0.14.1) [Computer software].
  • Kafai, Y. B., & Burke, Q. (2015). Constructionist gaming: Understanding the benefits of making games for learning. Educational psychologist, 50(4), 313-334.
  • Kafai, Y. B., Franke, M. L., Ching, C. C., & Shih, J. C. (1998). Game design as an interactive learning environment for fostering students' and teachers' mathematical inquiry. International Journal of Computers for Mathematical Learning, 3(2), 149-184.
  • Kale, U., & Akcaoglu, M. (2018). The role of relevance in future teachers' utility value and interest toward technology. Educational Technology Research and Development, 66(2), 283-311.
  • Ke, F. (2014). An implementation of design-based learning through creating educational computer games: A case study on mathematics learning during design and computing. Computers & education, 73, 26-39.
  • Ke, F., & Im, T. (2014). A case study on collective cognition and operation in team-based computer game design by middle-school children. International Journal of Technology and Design Education, 24(2), 187–201.
  • Li, Q., Lemieux, C., Vandermeiden, E., & Nathoo, S. (2013). Are you ready to teach secondary mathematics in the 21st century? A study of pre-service teachers' digital game design experience. Journal of Research on Technology in Education, 45(4), 309-337.
  • Li, Q. (2018). Enactivism and teacher instructional game building: an inquiry of theory adoption and design consideration. Educational Technology Research and Development, 66(6), 1339-1358.
  • Maehr, M. L., & Meyer, H. A. (1997). Understanding motivation and schooling: Where we've been, where we are, and where we need to go. Educational Psychology Review, 9(4), 371– 409.
  • McGuire, L., Jefferys, E., & Rutland, A. (2020). Children's evaluations of deviant peers in the context of science and technology: The role of gender group norms and status. Journal of experimental child psychology, 195, 104845.
  • Microsoft (2021), Kodu. https://www.microsoft.com/en-us/research/project/kodu/ Moncher, F. J., & Prinz, R. J. (1991). Treatment fidelity in outcome studies. Clinical psychology review, 11(3), 247-266.
  • Mostafa, T. (2019). Why don't more girls choose to pursue a science career? PISA in Focus 93. Paris: OECD Nelson, M. J., & Hawk, N. A. (2020). The impact of field experiences on prospective pre-service teachers' technology integration beliefs and intentions. Teaching and Teacher Education, 89, 103006.
  • Sancar Tokmak, H. (2015). Pre-service teachers' perceptions on TPACK development after designing educational games. Asia-Pacific Journal of Teacher Education, 43(5), 392- 410.
  • Stoilescu, D., & Egodawatte, G. (2010). Gender differences in the use of computers, programming, and peer interactions in computer science classrooms. Computer Science Education, 20(4), 283-300.
  • Prayaga, L., & Coffey, J. W. (2008). Computer Game Development: An Instructional Strategy to Promote Higher Order thinking Skills. Journal of Educational Technology, 5(3), 40-48.
  • Priniski, S. J., Rosenzweig, E. Q., Canning, E. A., Hecht, C. A., Tibbetts, Y., Hyde, J. S., & Harackiewicz, J. M. (2019). The benefits of combining value for the self and others in utility-value interventions. Journal of Educational Psychology, 111(8), 1478.
  • Robertson, J. (2012). Making games in the classroom: Benefits and gender concerns. Computers & Education, 59(2), 385-398.
  • Wetherell, G., Thompson, J. L., Vallejo, I., & Lanning, K. (2023). One nation, under war: Did the language of Fox News and MSNBC converge during the invasion of Ukraine?. Analyses of Social Issues and Public Policy.
  • Wigfield, A., & Gladstone, J. R. (2019). What does expectancy-value theory have to say about motivation and achievement in times of change and uncertainty?. In Motivation in education at a time of global change. Emerald Publishing Limited.
  • Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68–81.
  • Wigfield, A., & Eccles, J. S. (2004). Expectancy value theory in cross-cultural perspective. In D. M. McInerney & S. Van Etten (Eds.), Big theories revisited (pp. 165–198). Information Age Publishing.
  • Ünlü, Z. K., & Dökme, İ. (2020). Multivariate assessment of middle school students' interest in STEM career: a profile from Turkey. Research in Science Education, 50(3), 1217-1231.
  • Vos, N., Van Der Meijden, H., & Denessen, E. (2011). Effects of constructing versus playing an educational game on student motivation and deep learning strategy use. Computers & Education, 56(1), 127-137.
  • Yukselturk, E., & Altiok, S. (2017). An investigation of the effects of programming with Scratch on the pre-service IT teachers' self‐efficacy perceptions and attitudes towards computer programming. British Journal of Educational Technology, 48(3), 789-801.
Toplam 59 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Öğretim Teknolojileri
Bölüm Araştırma Makalesi
Yazarlar

Kevser Hava 0000-0003-3822-6796

Mete Akcaoglu 0000-0002-1454-9104

Yayımlanma Tarihi 30 Nisan 2025
Gönderilme Tarihi 5 Mart 2025
Kabul Tarihi 28 Nisan 2025
Yayımlandığı Sayı Yıl 2025 Cilt: 14 Sayı: 1

Kaynak Göster

APA Hava, K., & Akcaoglu, M. (2025). Simple but Effective: Using Reflections to Improve Pre-service Teachers’ Utility Value to Teach with Game-Design. Journal of Teacher Education and Educators, 14(1), 79-97.