In
te
r
n
ation
a
l Jou
rn
al
o
f E
v
al
u
a
t
i
on
a
n
d
R
e
se
arc
h
in
Ed
u
c
ation
(
IJERE
)
Vol.
8
, No. 2, J
une
201
9
,
p
p
.
3
44
~3
50
ISSN
: 2252-
88
22,
D
O
I
:
10.11
59
1
/ijer
e
.
v8i
2.
192
60
3
44
Jou
rn
a
l
h
o
me
pa
ge
:
ht
tp:
//i
a
e
score
.
com
/
j
o
u
r
na
l
s
/
i
n
d
e
x
.
p
hp/IJ
ERE
Teacher candidat
e
s’ state of us
i
n
g digital e
duc
ational games
Ay
ş
e
Alk
a
n
1
,
H
ü
s
e
y
i
n
M
e
r
t
o
l
2
1
S
a
m
s
un D
i
rectorat
e of
N
ati
o
n
a
l E
d
u
catio
n
,
Tu
r
k
e
y
2
De
p
a
r
tme
n
t o
f
Tur
ki
sh
a
nd
S
oc
ia
l
S
t
ud
ie
s
Ed
uc
a
t
ion
,
S
ü
l
e
y
ma
n
D
em
irel
U
niversit
y
,
T
urk
e
y
Art
i
cl
e In
fo
ABSTRACT
A
r
tic
le hist
o
r
y
:
R
e
ce
i
v
e
d
Mar
25,
2
0
1
9
Re
vise
d A
p
r
17,
201
9
Ac
ce
p
t
ed
M
a
y
1
8
,
2
019
Th
e
rapi
dl
y
d
e
vel
opi
ng
i
nf
ormat
i
on
t
ec
h
n
o
l
o
g
ies
o
f
o
u
r
a
ge
o
ff
e
r
ne
w
op
po
rtun
ities
i
n
e
v
e
ry
a
spe
c
t
o
f
our
l
ives
.
Th
e
u
s
e
of
i
nf
orm
a
t
i
on
tech
no
log
i
es
i
n
edu
c
a
t
io
nal
env
i
ro
nm
ent
s
i
s
an
i
m
port
a
n
t
e
l
e
men
t
in
c
reati
n
g
enri
ched
l
earnin
g
e
nv
iro
n
m
e
nts.
E
ducat
io
nal
digit
a
l
gam
e
s
used
in
t
each
ing
-
learn
i
n
g
e
n
v
i
r
onmen
ts
h
elp
stud
ent
s
t
o
d
e
v
e
lo
p
mot
i
va
t
i
o
n
,
pro
b
le
m
-
so
lv
in
g
,
stra
te
gy
d
e
v
e
l
op
me
n
t
s
ki
lls
a
nd
c
re
a
t
iv
ity
.
T
he
p
u
r
po
se
o
f
th
is
r
es
earch
w
as
to
d
etermin
e
t
he
t
eacher
cand
i
d
a
t
e
s’
s
t
a
te
o
f
u
s
i
n
g
d
i
g
i
t
a
l
ed
u
cat
io
nal
gam
e
s
.
Th
e st
ud
y g
r
ou
p
o
f
th
e
research
c
on
si
s
t
ed
o
f 4
th
grad
e
t
e
a
ch
er cand
i
d
a
t
e
s who
are
s
t
u
d
y
i
ng
i
n
t
h
e
so
cial
s
cien
ces
a
n
d
c
las
s
ro
om
t
eachi
n
g
d
e
pa
rtm
e
nts
of
S
ü
l
e
ym
an
D
e
m
irel
U
n
i
v
e
rsity
durin
g
th
e
201
8
/
20
19
acad
emi
c
y
ear.
I
t
h
a
s
been
f
ou
nd
t
h
a
t
m
e
n
teache
r
can
di
dates
were
m
o
r
e
po
siti
ve
t
han
women
teach
er
cand
i
d
a
tes
.
T
eacher
can
di
dates
stu
d
y
i
ng
soci
al
s
ci
e
n
ces
w
ere
m
o
re
po
siti
ve
t
han
th
o
s
e
st
ud
yin
g
classroo
m
t
each
in
g.
A
ltho
u
g
h
t
each
e
r
can
di
dates
were
c
on
c
e
rn
ed
a
bo
ut
u
sin
g
e
du
cati
onal
dig
i
t
a
l
gam
e
s,
t
hey
were
e
ager
t
o
us
e th
ese g
a
m
e
s
.
K
eyw
ord
s
:
Ed
uca
t
i
ona
l ga
me
Di
gi
t
a
l
g
a
me
In
f
o
rmat
i
o
n
t
e
c
h
nol
ogi
e
s
Teacher
Co
pyri
gh
t © 2
019 In
stit
u
t
e
of Advanced
En
gi
neeri
n
g
an
d
Scien
ce.
All
rights
res
e
rv
ed.
Corres
pon
d
i
n
g
Au
th
or:
Ayşe
A
l
k
a
n
,
S
a
msun
D
i
r
ectora
t
e of N
a
tio
n
a
l Ed
uc
at
i
on,
K
a
le
M
aha
l
les
i
, A
tatür
k
Bl
v
. Y
eni H
ü
k
ü
m
e
t
K
ona
ğ
ı
,
550
3
0
İ
l
k
a
d
ı
m
/S
a
m
sun,
T
urke
y
Em
ail:
ayse.
a
l
k
an
5
5
@
g
ma
i
l
.
c
om
1.
I
N
TR
OD
U
C
TI
O
N
Th
e
u
s
e
of
r
a
p
idl
y
d
e
v
elo
p
in
g
a
nd
a
d
v
a
nci
n
g
in
fo
rma
t
io
n
t
e
c
hno
l
o
g
ie
s
i
n
e
d
u
c
a
t
i
on
gi
ves
t
h
e
op
p
o
rt
uni
ty
t
o
cre
a
te
n
ew
l
e
a
rni
ng
e
n
vi
r
onm
ent
s
.
The
i
m
porta
nc
e
o
f
us
in
g
I
n
f
o
rm
at
i
o
n
Tec
h
nol
og
ies
in
educ
a
t
i
o
na
l
en
vir
onm
en
ts
c
a
n
b
e
ex
p
l
a
i
ne
d
b
y
t
he
c
one
o
f
l
i
fe.
The
“
c
one
o
f
l
i
fe”
dev
e
l
o
pe
d
b
y
A
m
e
r
i
c
a
n
educ
a
t
or
E
d
g
a
r
D
ale
w
a
s
deve
lo
pe
d
to
h
el
p
e
d
ucat
ors
fo
r
the
sel
ec
ti
o
n
of
l
e
a
rn
in
g
e
xper
i
enc
e
s
t
o
a
c
h
ie
ve
targe
t
-
b
eh
av
i
o
r,
u
si
n
g
t
he
r
ela
t
i
o
ns
hips be
t
w
e
e
n
e
x
p
e
r
ienc
e
s
a
n
d t
h
e form
ati
o
n
of
c
o
n
c
e
p
t
s
.
A
ccor
d
in
g
to t
hi
s
mode
l,
h
i
g
her
is
t
he
n
umbe
r
of
s
ens
o
ry
o
r
g
a
n
s
i
n
v
o
l
v
e
d
i
n
the
l
ear
n
i
n
g
p
roc
e
ss
,
the
b
e
t
t
er
w
e
lea
r
n
and
t
h
e
later
w
e
f
orge
t
,
w
e
lear
n
the
be
st
b
y
d
o
i
ng
ourse
lve
s
,
w
e
l
e
a
rn
t
he
m
os
t
of
w
ha
t
w
e
h
ave
lear
ne
d
w
i
th
o
ur
eye
s
,
the
bes
t
t
ea
chi
n
g m
e
th
o
d
is fr
om
c
oncr
e
te
t
o
ab
strac
t
a
nd
f
rom
simple
t
o com
p
lex
[1].
O
n
e
of
t
he
m
os
t
use
d
I
nfor
m
a
tio
n
Tec
h
n
o
l
o
gie
s
t
o
o
l
s
is
c
om
pu
ter
s.
C
om
pu
t
e
r-a
ssi
s
te
d
educ
a
t
io
n
(CAE)
is
one
o
f
t
h
e
ar
eas
i
n
wh
ic
h
com
p
u
t
e
r
s
are
used
i
n
e
d
ucat
i
o
n.
I
n
c
o
mpute
r
-
a
ssiste
d
e
du
cati
o
n,
com
p
u
t
e
r
s
are
use
d
a
s
a t
o
o
l
t
o
he
l
p
t
e
ache
r
s
to
e
nric
h th
e
e
d
u
ca
t
i
o
n
a
l
a
c
t
i
v
it
ies
a
nd to i
mprove
t
he q
u
a
li
ty of
educ
a
t
i
o
n
[2]
.
K
a
m
a
c
ı
an
d
D
u
ruka
n
a
l
s
o
e
mpha
s
i
z
e
[
3]
t
ha
t
c
o
mpu
te
r
-
assist
e
d
e
du
ca
t
i
o
n
i
ncre
ases
t
he
succe
ss
b
y
10-
18
%
c
o
mpa
r
ed
t
o
tra
d
i
t
i
ona
l
t
e
achi
n
g.
T
he
s
oftw
ar
e
t
y
pe
s
u
s
ed
i
n
c
o
mput
e
r
-assi
st
e
d
e
du
c
a
ti
on
are
spec
ial c
o
ur
se softwa
r
es,
ex
erc
i
se
sof
t
w
a
r
es,
g
a
me
s an
d
si
m
ulation sof
t
war
e
s.
W
h
i
l
e
s
p
e
c
i
a
l
c
o
u
r
s
e
s
o
f
t
w
a
r
e
s
a
r
e
u
s
e
d
t
o
t
e
a
c
h
n
e
w
i
n
f
o
r
m
a
t
i
o
n,
E
xer
c
ise
softwares
ar
e
softwares
tha
t
e
na
b
l
e
s
t
ude
n
t
s
to
p
rac
t
ic
e
us
i
ng
the
in
for
m
a
tio
n
t
h
ey
h
a
v
e
le
ar
ned
befor
e
ha
n
d
.
S
i
m
u
l
a
t
i
on
s
:
W
h
ile
pro
v
i
d
i
n
g
s
i
t
u
a
tio
ns
t
ha
t
c
o
n
t
r
o
l
t
h
e
l
i
m
i
tin
g
fa
ct
ors,
s
uc
h
a
s
d
a
n
g
e
r
,
c
o
s
t
,
t
i
m
e
a
n
d
s
p
a
c
e
,
w
h
i
c
h
a
r
e
s
i
m
i
l
a
r
to
r
ea
l
s
i
t
u
a
t
i
ons,
G
a
m
e
s
c
a
n
be
c
ons
ide
r
ed
t
o
be
e
ffe
c
t
ive
in
d
e
v
e
l
opi
ng
l
e
a
rn
ing
,
p
ro
bl
em
s
olv
i
ng
,
and
st
r
a
te
gy
de
ve
l
o
pme
n
t s
k
il
ls be
c
a
us
e
t
h
e pla
y
e
r
ha
s
to use
pro
b
l
em
so
l
v
i
ng
ski
l
ls
t
o over
c
o
m
e
obstac
l
e
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval & R
es E
d
u
c
.
IS
S
N
:
2252-
88
22
T
e
ache
r
ca
nd
i
d
a
t
es’ st
ate o
f
us
i
n
g d
i
g
i
ta
l
educ
a
t
i
o
na
l
g
a
m
es
(
A
y
ş
e A
l
k
a
n
)
34
5
P
r
ensky
s
t
ate
s
t
ha
t
[4]
in
t
h
e
21s
t
ce
nt
ury
,
w
ha
t
w
i
l
l
s
h
a
pe
e
d
u
c
a
t
i
o
n
,
i
s
t
o
m
a
k
e
i
t
f
u
n
n
y
a
n
d
in
t
e
rest
i
ng
by
e
lim
ina
t
i
ng
elem
en
ts
t
hat
ma
k
e
l
ear
n
i
n
g
d
iffic
u
l
t
.
G
a
m
e
s
d
e
v
e
l
o
p
e
d
w
i
t
h
t
h
e
h
e
l
p
o
f
in
form
ation
te
c
h
n
o
lo
g
i
es
a
re
w
ide
l
y
use
d
by
in
d
i
v
i
dua
l
s
o
f
al
l
a
g
e
gr
ou
ps.
G
a
rr
i
s
,
A
h
l
e
rs
a
n
d
D
riske
l
l
descr
i
be
c
om
p
u
t
e
r
ga
me
s
[5]
a
s
a
f
un,
r
u
l
e
s
-bo
u
n
d
,
e
n
tertai
nm
en
t
e
n
v
i
r
onm
en
t
tha
t
i
s
vo
l
u
n
t
ari
l
y
p
la
yed
by pe
o
p
le
.
A
l
t
h
o
u
g
h
t
h
e
gam
e
s
a
r
e
ge
nera
lly
u
sed
f
o
r
en
ter
t
a
i
nme
n
t
pur
pose
s,
t
hey
ca
n
a
l
s
o
b
e
use
d
i
n
educ
a
t
i
o
na
l
ac
tiv
i
t
i
e
s.
E
duc
at
i
ona
l
c
o
mp
uter
g
am
es
h
e
l
p
st
u
d
en
t
s
to
d
ev
elop
t
h
e
i
r
c
re
at
ivi
t
y
,
d
eci
si
on
-mak
i
n
g
a
b
ili
ty
,
i
m
a
g
ina
t
ion
,
a
nd
f
ast
t
h
in
ki
n
g
s
k
i
ll
s.
W
hi
l
e
t
h
e
g
ames
,
w
h
ic
h
su
pp
ort
t
h
e
p
h
y
s
ica
l
,
co
g
n
i
t
i
ve
,
affec
t
i
v
e
a
nd
s
o
cia
l
d
eve
l
op
me
nt
o
f
c
h
i
l
d
ren,
e
nsure
a
t
t
he
s
a
m
e
t
i
m
e
t
he
c
h
i
l
d
re
n
h
a
ve
f
u
n
,
reinfo
r
ce
the
kn
ow
le
d
g
e
the
y
h
ave
lear
ne
d
,
r
e
a
h
the
tar
g
e
t
b
eha
v
iors
g
iv
en
i
n
t
he
e
d
u
c
a
t
i
o
nal
pr
ogra
m
s,
m
a
k
e
t
h
e
m
t
h
i
n
k
f
a
s
t
a
nd
t
ak
e
de
ci
si
on
s,
t
h
e
y
a
l
so
p
rovi
d
e
a
n
a
t
u
r
al
e
n
v
i
ro
nme
n
t
in
w
hi
ch
t
h
e
y
al
so
p
erform
c
rea
t
i
o
n
acti
v
it
e
s
[6,
7].
Ça
n
k
a
y
a
an
d
K
a
ra
me
te
a
ls
o
s
t
a
t
ed
t
h
a
t
[
8
]
e
d
uca
t
i
ona
l
c
omp
u
te
r
ga
me
s
c
a
n
be
u
se
d
a
s
a
lter
n
ative
,
com
p
lem
e
ntar
y
and e
n
r
i
chm
e
nt t
o o
t
her
tea
c
h
i
ng
me
th
ods
f
or
t
e
a
c
h
i
ng
or e
duca
t
io
na
l p
u
r
poses.
Ed
uc
at
iona
l
c
o
mpu
t
er
g
am
es
c
a
n
b
e
use
d
o
n
de
sk
t
o
p
com
p
u
t
ers,
l
a
p
t
op
s,
t
a
b
l
e
t
c
o
mp
ut
e
r
s
,
smart
p
ho
n
e
s.
A
t
t
e
n
tio
n
s
houl
d
b
e
p
ai
d
t
o
t
h
e
u
se
o
f
g
a
m
e
s
f
o
r
e
d
u
ca
tio
nal
p
u
rp
oses
a
s
well
as
t
he
s
elec
ti
o
n
of
e
d
u
ca
ti
o
n
al
c
omp
u
t
e
r
ga
m
e
s
tha
t
a
re
a
ppr
opr
i
a
te
t
o
t
h
e
c
h
ar
a
cte
r
ist
i
cs
o
f
the
ta
rg
et
a
udie
n
ce
a
n
d
t
h
e
beha
v
i
ors
to
b
e
gai
n
e
d
.
D
oğr
uso
y
a
nd
İna
lı
sta
t
ed
t
ha
t
[9]
ther
e
m
a
y
be
m
any
p
o
i
n
t
s
to
b
e
co
ns
idere
d
dur
in
g
the
des
i
gn
p
ha
se
i
n
order
t
o
p
r
o
v
i
de
t
he
b
ala
n
c
e
b
etw
e
e
n
e
duca
t
io
n
a
n
d
e
n
ter
t
ai
nm
en
t
e
l
e
m
e
n
ts
a
nd
t
o
ob
ta
in
the ne
ce
ssa
ry e
du
c
a
t
io
na
l co
nt
ent
from
the
g
a
m
e e
nviro
nme
n
t
for
t
he st
u
de
nt.
P
r
ensky ga
ther
e
d
t
he
c
ha
rac
t
e
r
istics t
h
at
a
g
a
m
e
sho
u
l
d
ha
v
e
i
n
o
r
d
er to
be
e
d
u
c
a
tio
na
l
i
n
s
i
x
g
r
oup
s
[1
0]
t
he
se a
re
:
a.
Rule
s:
T
he
r
ule
s
d
e
t
er
mine
t
he
b
o
u
nda
r
i
e
s
o
f
gam
e
s
a
n
d
pro
v
i
d
e
a
variety
of
w
ays
for
users
to
r
each
the
i
r goa
l
.
b.
G
o
al
a
nd
ob
j
e
c
t
i
v
es
:
Cre
a
tes
a
sense
o
f
d
u
t
y
in
t
he
p
la
yer
a
nd
e
n
s
u
r
e
s
h
i
m
t
o
v
o
l
un
t
a
ri
ly
p
la
y
the
gam
e
and
spe
n
d t
i
me
and
ma
ke e
ffor
t
.
c.
F
e
edbac
k
s:
I
nform
s
a
bou
t
ho
w
the
user
p
rogresses
agai
ns
t
the
t
a
rg
et
u
si
ng
t
h
e
f
eedb
a
ck
s.
d.
F
i
gh
t
/
r
a
c
e
/c
hal
l
en
ge
/c
on
tra
s
t:
F
igh
t
,
rac
e
,
c
h
a
l
l
e
nge
a
n
d
c
on
t
r
ast
a
r
e
t
h
e
pr
ob
l
e
ms
t
ha
t
a
r
e
tried
to
b
e
s
o
l
v
e
d
i
n
t
h
e
g
a
m
e
.
I
n
t
h
e
g
a
m
e
,
t
h
e
u
s
e
r
c
a
n
f
e
e
l
f
e
a
r
a
n
d
e
x
c
i
t
e
men
t
l
i
k
e
in
r
e
a
l
li
f
e
w
i
t
ho
ut
h
av
ing
to
fa
ce
rea
l
dan
ge
r
s
. T
h
is
m
ot
iva
t
es t
he
u
ser
and a
llow
s
h
i
m
to
co
n
t
i
n
ue
an
d
c
om
ple
t
e t
h
e
g
a
m
e
.
e.
Intera
ct
i
o
n
:
T
h
e
i
n
t
er
act
io
n
is
c
o
n
side
re
d
in
t
w
o
a
spec
ts.
F
i
rs
t,
i
t
is
t
he
i
nte
r
ac
tion
o
f
t
he
p
la
ye
rs
o
r
t
h
e
com
p
u
t
e
r
;
i
t
c
a
n
b
e
ca
lle
d
a
feed
ba
c
k
.
The
se
co
nd
is
t
he
s
oc
ia
l
s
i
t
ua
ti
on
tha
t
p
la
yers
c
r
e
a
t
e
w
i
t
h
e
ac
h
ot
her
w
h
ile
pla
yi
n
g
the
g
am
e.
f.
Pr
esentat
i
o
n
o
r
story
:
i
t
is
w
h
a
t
the
gam
e
i
s
a
bou
t.
T
he
s
t
o
ry
of
t
h
e
g
ame
ca
n
b
e
g
iv
en
a
t
th
e
b
e
gi
nni
ng
of
t
he
gam
e
or i
n
d
i
re
ct
l
y
w
i
t
h
i
n the
gam
e
.
A
c
cordi
n
g
to
t
he
c
har
a
c
t
e
r
isti
cs
o
f
the
ta
r
g
et
a
ud
i
e
nce
,
t
he
i
m
porta
nce
o
f
t
he
t
ea
c
h
er
i
n
p
r
epar
i
n
g
a
n
enric
h
ed
a
n
d
d
iffe
ren
tia
te
d en
vir
onm
en
t
s
u
i
t
a
b
le f
or t
he
be
h
a
v
i
or
s t
o
b
e
g
a
ine
d
is
a
n
u
nd
enia
b
l
e fac
t
. Teac
he
r
ca
ndi
da
te
s ar
e requ
ired t
o use
inf
o
rm
atio
n te
chn
o
l
o
g
i
e
s
i
n o
r
g
a
n
i
zi
n
g
e
duc
ati
on-
l
e
ar
ni
ng
env
iro
n
me
n
t
s and
to
cho
o
se t
he
a
p
p
r
opria
te eq
u
i
p
me
nt
d
uri
ng
t
h
e
i
r
educ
a
t
io
n
.
I
n
t
h
i
s
s
t
u
d
y
,
th
e
aim
w
a
s
to determ
i
ne the
o
pi
n
i
on
s
of
t
he
tea
c
h
er
ca
n
d
i
da
t
e
s on u
s
i
ng e
d
u
c
a
t
i
o
n
a
l di
g
i
t
a
l
gam
e
s by
s
tud
y
i
n
g
t
heir
s
t
a
t
e
of us
ing
the
s
e ga
me
s
.
2.
RESEARCH
M
ETH
O
D
I
n
t
h
i
s
st
ud
y,
r
elat
i
ona
l
r
e
sea
r
ch
m
ode
l
of
q
ua
nt
ita
ti
ve
m
eth
o
d
s
w
a
s
use
d
t
o
s
t
a
t
u
s
o
f
teac
her
ca
ndi
da
te
s'
u
se
o
f
e
duc
a
t
i
o
na
l
di
g
i
t
a
l
gam
e
s.
T
he
qua
n
tit
ati
v
e
m
e
th
o
d
i
s
a
t
y
pe
o
f
r
e
s
e
a
r
ch,
w
h
i
c
h
c
a
n
be
obs
erve
d
o
b
j
ec
ti
ve
ly
b
y
o
b
ser
v
i
n
g
facts
a
n
d
e
v
en
ts
i
n
a
q
u
a
n
t
i
f
i
a
bl
e
an
d
qu
a
n
ti
fi
ab
l
e
w
a
y
[
11
].
T
h
e
r
e
l
at
ion
a
l
s
u
r
v
e
y
m
o
d
e
l
i
s
a
r
e
s
e
a
r
c
h
m
o
d
e
l
t
h
a
t
a
i
m
s
t
o
d
e
t
e
r
m
i
n
e
t
h
e
p
r
e
sence
a
n
d
/
o
r
de
gree
o
f
coex
is
te
nce
be
t
w
ee
n
tw
o or
m
or
e variab
les
[1
2].
Thi
s
r
e
s
ea
rch
was
c
o
ndu
ct
e
d
i
n
2
018
-2
019
a
c
a
d
emi
c
y
e
a
r.
A
t
o
t
al
o
f
10
0
t
e
a
c
h
e
r
c
a
nd
id
at
e
s
(
65
fe
ma
l
e
s
a
n
d
35
ma
les)
s
tu
dy
i
ng
i
n
v
ari
ous
d
e
p
artm
ent
s
o
f
S
ü
l
e
y
m
a
n
D
e
m
ir
el
U
niv
e
r
s
ity
F
a
c
ul
ty
o
f
Ed
uca
t
i
on c
o
nsti
t
u
t
e
t
he
s
t
u
dy
gr
o
u
p
of
thi
s
stu
d
y
.
I
n
t
his
st
u
dy,
i
t
w
a
s
aim
e
d
t
o
e
val
u
a
t
e
the
use
of
e
d
u
cat
i
o
n
a
l
di
gi
t
a
l
g
a
mes
by
t
e
ach
e
r
can
did
a
t
e
s.
I
n
t
h
i
s
c
o
n
t
e
x
t
,
t
o
s
e
r
v
e
t
h
e
p
u
r
p
o
s
e
;
I
t
w
a
s
u
s
e
d
a
s
a
d
a
t
a
c
o
l
l
e
ct
i
on
t
o
o
l
fro
m
the
sc
ale
a
d
a
p
te
d
to
T
urk
i
sh
b
y
S
a
rıgöz,
B
o
la
t,
A
lka
n
d
e
v
e
l
o
p
ed
[
1
3
]
b
y
B
ona
n
no
a
n
d
K
o
m
m
e
r
s.
T
h
e
sc
ale
c
ons
is
ts
o
f
21
i
t
em
s.
U
sing
a
5
-
po
int
L
i
ke
r
t
-ty
p
e r
a
ti
ng;
(
4 = To
tal
l
y
A
gr
ee,
3
=
A
gree
,
2 = U
n
decided,
1
= Disagr
ee,
0 =
N
ever
Agree
)
.
Data
a
n
a
ly
si
s
was
p
e
rf
o
r
m
e
d
by
SPSS
p
r
o
g
r
am
.
I
n
a
d
d
itio
n
to
d
es
c
r
ipt
i
v
e
sta
tis
ti
c
s
,
T-
t
e
st
w
as
app
l
ied
a
n
d
si
gn
ifi
c
a
n
ce
w
as
e
va
lua
t
e
d
a
t
p
<0.
05.
I
n
t
h
e
sta
t
i
st
ica
l
s
t
u
di
es,
the
ta
b
l
es
o
f
t
h
e
sc
al
e
i
t
e
m
s
tha
t
have
a
s
ign
i
fic
a
n
t
d
i
ffe
renc
e
a
ccor
d
i
n
g
to
t
he
ge
nder
an
d th
e
r
ea
ding
sect
i
on a
r
e
give
n.
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
: 225
2-
882
2
Int.
J
.
Ev
al. & R
es. Educ.
Vol.
8, No. 2, June
2
0
19:
3
44
- 3
50
34
6
3.
RESULT
S
A
N
D
DISCU
SSIO
N
I
n
t
h
i
s
sec
t
i
o
n,
t
he
r
esu
lts
o
f
t
h
e
a
n
al
ysis
o
f
the
re
spon
se
s
t
o
t
h
e
ap
p
l
i
e
d
sc
ale
are
giv
e
n.
T
a
b
l
e
1
prese
n
t
s
t
he
f
re
q
u
e
n
c
y
(
f)
a
nd
per
cen
ta
g
e
(
%)
d
istr
ib
ut
i
ons
o
f
t
h
e
g
e
nder
o
f
t
he
s
tude
nts
o
f
t
he
s
t
u
d
y
.
A
c
c
o
rdi
n
g
to
T
a
b
le
1
,
a
t
o
t
a
l
of
1
00
tea
c
h
er
c
an
d
i
da
tes
,
6
5
o
f
w
h
i
c
h
w
e
r
e
w
o
m
e
n
a
n
d
3
5
w
e
r
e
m
e
n
,
part
ici
p
a
t
ed
i
n the
stu
d
y
.
Tab
l
e
1
.
G
e
nder
Gen
d
e
f
%
Wo
m
e
n
65
65
Me
n
35
35
To
t
a
l
10
0
100
Ta
b
l
e
2
pr
ese
n
t
s
t
he
freque
nc
y
(f)
a
n
d
p
e
r
centa
ge
(
%)
d
i
s
tri
b
u
t
i
o
ns
o
f
t
h
e
de
pa
rt
me
nts
of
t
he
stude
n
t
s.
A
c
c
ordi
ng t
o
T
ab
le 2,
56
of t
he tea
c
h
er ca
ndi
da
te
s w
h
o pa
rt
i
c
i
p
a
t
ed i
n the
re
sea
r
ch w
e
r
e study
in
g i
n
soc
i
al sc
i
e
n
ces
a
nd 44
w
e
re
in c
l
assro
o
m
teac
hi
ng.
Tab
l
e
2.
D
epart
m
e
n
t
De
p
a
r
t
men
t
f
%
S
o
c
i
al
s
ci
en
c
e
s
56
56
C
l
a
ssroo
m
t
e
a
c
h
in
g
44
44
To
tal
100
100
A
c
cordi
n
g
to
T
ab
le
3
,
it
w
a
s
fo
un
d
tha
t
t
h
e
a
ver
a
ge
f
or
21
i
t
e
m
s
ran
g
e
d
f
r
o
m
2.51
to
99.
I
n
this
con
t
e
x
t,
i
t
i
s
u
nder
s
to
o
d
t
hat
t
h
e
overa
ll
a
ve
rage
o
f
a
l
l
i
t
e
m
s
f
or
t
he
r
e
l
e
v
an
t
scale
is
1
.89,
a
n
d
t
he
r
espo
nse
s
of
s
t
u
den
t
s a
r
e gene
ra
ll
y fo
c
u
se
d on
the
u
nde
c
i
de
d o
p
t
i
o
n
.
Th
e
scal
e
i
t
e
m
wi
t
h
t
h
e
h
i
g
h
e
s
t
a
v
e
ra
g
e
i
n
21
i
t
e
ms:
“I
c
an
l
e
a
rn
a
l
ot
o
f
i
n
fo
rmat
io
n
I
ne
e
d
t
o
k
n
o
w
abo
u
t
a
d
ig
i
t
al
g
a
m
e
”
,
but
t
he
l
ow
es
t
me
an
i
s;
I
t
w
a
s
fo
u
nd
tha
t
“
I
h
esita
t
e
t
o
use
an
e
du
c
a
tio
na
l
d
i
g
ita
l
gam
e
w
ith
t
he c
o
n
ce
r
n
tha
t I
m
i
gh
t
l
o
o
k
s
t
u
p
i
d.”
Tab
l
e
3. A
v
e
rage a
nd s
t
an
dar
d
d
ev
ia
ti
o
n
va
l
ues
with
s
cale
i
t
e
m
s
Sc
al
e
I
t
em
s
SD
1.
8
9
1
.
1
0
W
h
e
n
I
'
m
g
iv
e
n
t
he
opport
unity
t
o
pla
y
a
popula
r
d
i
g
ital
gam
e
,
I
'
m
a
fra
id
I
'll
ha
v
e
t
r
ouble
n
a
v
i
ga
ting
t
h
r
o
ugh
the
g
a
m
e
.
1.
4
7
1
.
2
1
I'm
working
be
tt
e
r
bec
a
u
s
e
e
du
c
a
tion
a
l
digit
a
l
ga
m
e
s
m
a
k
e
m
e
f
e
e
l
b
etter.
2
.0
5
1
.
1
3
I
c
a
n
l
e
a
r
n a
lot
of info
r
m
a
tion
I
nee
d
t
o
know
a
bout a
d
igi
t
a
l
g
ame
.
2
.5
1
1
.
0
5
I
find
it
di
ffic
u
lt
t
o
l
ea
r
n
i
f
a
s
u
b
j
ec
t
i
s
t
a
ught
i
n
digita
l
pla
y
.
1
.
19
1
.
0
0
I
he
si
t
a
te
t
o
us
e
a
n
e
du
c
a
t
ion
a
l
digi
t
a
l
g
a
m
e
wit
h
th
e
c
once
r
n
th
a
t
I
m
ight
l
o
ok
stupid.
.
99
1.
05
E
duc
a
tion
a
l
digita
l
ga
m
e
s e
n
r
i
c
h
our
l
ea
r
n
ing
e
x
p
e
rie
n
c
e
t
o a
d
eg
r
ee
t
h
a
t
r
eq
u
i
r
e
s
e
x
t
r
a
ef
f
o
r
t
.
2
.
5
0
1
.0
5
I'm
h
a
ving trouble
c
ontrolling the
g
a
m
e
whe
n I
'
m
pl
a
y
in
g ga
m
e
s
on
t
h
e
co
m
p
ute
r
.
1
.
26
1
.
1
5
I'm
not
w
orrie
d
w
h
e
n
I
us
e
a
n
e
du
c
a
t
i
ona
l
digita
l
g
a
m
e
.
2
.
33
1
.
21
I
c
a
n
do
wh
a
t
e
v
e
r
I
w
a
n
t
to
do
o
n
t
he c
o
m
p
u
t
e
r
pl
ay
ing
a
n
e
du
c
a
ti
o
n
a
l
digit
a
l
ga
m
e
.
2
.
33
1
.
0
9
I
only
pla
y
e
du
ca
ti
ona
l
digit
a
l
g
a
m
e
s w
h
e
n
t
old.
1
.
7
8
1.
15
Wh
en
I
u
s
e
a
n
ed
u
cat
i
o
n
a
l
d
i
g
i
t
a
l
g
a
me
,
I
n
e
e
d
a
n
ex
p
e
r
i
en
ced
p
e
r
son.
1
.
5
2
1.
14
P
l
ay
i
n
g
e
duca
tiona
l
digita
l
g
a
m
e
s
do
es
n
'
t
sc
a
r
e
m
e
i
n a
n
y
way
.
2.
4
5
1
.
1
7
We'll b
e
a
b
l
e
to
g
e
t
m
an
y o
f
th
e
b
en
efits we'll
g
et f
ro
m
an
e
d
u
ca
tion
a
l
digita
l
gam
e
,
or
i
n
ot
h
e
r
w
a
y
s
.
2
.
41
1
.
1
2
I
re
fr
a
i
n
fr
om
p
l
a
ying
e
duc
ati
ona
l
digi
ta
l
ga
m
e
s.
1
.
4
3
1.
13
W
h
e
n
I
e
nc
ount
e
r
a
p
roble
m
u
s
i
ng a
n
e
du
c
a
t
ion
a
l
digi
t
a
l
g
a
m
e
u
s
u
a
ll
y
I ca
n
solve
t
h
a
t
p
roblem
i
n
on
e
or
m
ore
way
s
.
2.
2
2
1
.
0
9
I
he
si
t
a
te
t
o
us
e
th
e c
o
m
put
e
r
t
o
pla
y
g
am
e
s
b
ec
a
u
s
e
I
'
m
a
fra
id
to
mak
e
m
ist
a
k
e
s th
a
t
I
can
'
t
fix
.
1
.
3
6
1
.1
2
E
duc
a
tion
a
l
digita
l
ga
m
e
s
offe
r m
o
r
e
inte
r
e
s
ting
a
nd c
r
ea
tiv
e
w
ay
s to
l
e
a
r
n
.
2
.
4
7
1
.1
7
I will re
gul
a
r
ly
us
e
e
duca
tion
a
l
d
i
git
a
l game
s throug
ho
ut
t
he s
c
h
o
o
l
.
1
.
9
5
1.
11
I nee
d
so
m
e
o
n
e
to te
ll
me
th
e
b
e
st wa
y
s to us
e
a
n e
d
u
c
a
tiona
l d
ig
i
t
al g
a
m
e.
1
.8
1
1
.
1
0
E
duc
a
tion
a
l
digita
l
ga
m
e
s
dist
r
a
ct
m
e
.
1
.
1
2
.
945
E
duc
a
tion
a
l digita
l
ga
m
e
s provi
de
opport
unitie
s for
m
o
re e
f
f
ic
i
e
n
t
le
a
r
n
i
ng
.
2.
6
1
1
.
1
1
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval & R
es E
d
u
c
.
IS
S
N
:
2252-
88
22
T
e
ache
r
ca
nd
i
d
a
t
es’ st
ate o
f
us
i
n
g d
i
g
i
ta
l
educ
a
t
i
o
na
l
g
a
m
es
(
A
y
ş
e A
l
k
a
n
)
34
7
Ta
b
l
e
4
sh
ow
s
a
me
an
in
gfu
l
d
i
f
fere
nce
a
c
c
o
r
d
i
n
g
t
o
g
en
d
e
r
[t
(
9
7)
=
2
.
4
3,
p
<
.
05].
The
at
t
i
t
u
des
o
f
me
n c
a
ndi
da
te
t
e
ache
r
s (
=
2
.85)
a
re
m
ore
pos
i
t
i
v
e
t
h
a
n
w
o
m
en c
andi
da
te
t
eac
hers
(
=
2.32)
.
Ta
b
l
e
4.
“
Educ
ati
o
n
a
l d
i
g
i
ta
l
gam
e
s e
n
rich
our
lea
rni
n
g
ex
p
e
rie
nce
t
o
a
degr
ee
th
a
t
re
q
u
i
r
e
s e
x
t
r
a e
ffor
t
”
i
t
em
’
s
t
-t
est
r
e
s
u
l
t
s
a
c
c
o
rd
ing
t
o
g
e
n
d
e
r
Ge
nd
e
r
N
S
s
d
t
p
Wo
m
e
n
65
2
.
3
2
1.
09
9
7
2.
43
.
01
Me
n
35
2
.
8
5
.
89
Ta
b
l
e
5
sh
ow
s
a
si
gn
ifica
n
t
d
i
ffe
r
enc
e
a
cc
ordi
n
g
t
o
ge
nde
r
[t
(
96)
=
2
.
28,
p
<
.0
5].
The
a
tti
tu
des
o
f
me
n c
a
ndi
da
te
t
e
ache
r
s (
=
2
.82)
a
re
m
ore
pos
i
t
i
v
e
t
h
a
n
w
o
m
en c
andi
da
te
t
eac
hers
(
=
2.26)
.
Tab
l
e
5. “
P
l
a
y
ing
ed
uca
t
i
o
na
l di
g
ita
l ga
me
s
d
o
es
n't
scar
e m
e
in
a
n
y
w
ay”
i
t
em
’s t-test r
e
su
lts
a
ccor
d
i
n
g
to
g
ender
Gen
d
er
N
S
sd
t
p
Wo
m
e
n
65
2
.
2
6
1.
17
9
6
2.
28
.
02
Me
n
35
2
.
8
2
1.
11
Ta
b
l
e
6
show
s
a
si
g
n
i
f
i
c
a
n
t
d
i
f
fere
nce
a
c
c
o
rd
in
g
t
o
t
he
d
e
p
ar
tm
ent
[t
(
9
8
)
=
2.
07
,
p
<
.
05]
.
C
l
as
sro
o
m
t
eac
h
e
r
c
a
nd
i
d
at
es'
at
t
i
t
u
d
e
s
(X
=
1
.75
)
a
re
h
i
g
her
t
ha
n
soc
i
a
l
s
c
i
ence
s
t
e
ac
her
ca
ndi
da
te
s
(X =
1
.2
5).
Ta
b
l
e
6.
“
Whe
n
I
'm
g
i
v
e
n
t
he
opp
or
tu
ni
t
y
to
play
a
po
p
u
l
a
r
dig
i
ta
l
g
a
m
e
,
i
'
m
afr
a
id i
'l
l
h
a
ve
t
r
o
uble
nav
i
gat
i
ng
thro
ug
h t
h
e
gam
e”
it
e
m
’
s
t
-tes
t resu
l
t
s a
ccor
d
in
g
t
o
d
epar
t
m
ent
Dep
a
r
t
men
t
N
S
sd
t
p
S
o
ci
al
s
c
i
en
ces
5
6
1
.
2
5
1
.2
0
9
8
2
.0
7
.0
4
C
l
a
ssroom
t
e
a
c
h
in
g
44
1
.
7
5
1.
18
Ta
b
l
e
7
show
s
a
si
g
n
i
f
i
c
a
n
t
d
i
f
fere
nce
a
c
c
o
rd
in
g
t
o
t
he
d
e
p
ar
tm
ent
[t
(
9
7
)
=
2.
37
,
p
<
.
05]
.
C
l
as
sro
o
m
t
e
a
c
h
er
c
an
di
dat
e
s'
a
t
t
i
t
u
d
e
s
(
=
1
.
45)
a
re
h
i
g
he
r
than
s
oc
i
a
l
sc
ience
s
t
e
a
c
h
er
ca
ndi
da
te
s
(
= .
98).
Ta
b
l
e
7.
“
I fin
d
i
t
di
ff
icu
l
t
to
l
ear
n if
a
su
b
je
c
t
i
s
ta
ug
h
t
i
n
d
i
g
i
t
a
l
p
l
a
y
”
it
e
m
’
s
t
-
t
e
s
t
r
e
su
l
t
s
a
c
c
o
r
di
ng
to
de
p
a
rt
ment
Dep
a
r
t
men
t
N
S
s
d
t
p
Soc
i
a
l
s
c
i
e
n
ce
s
56
.
98
.91
97
2
.
3
7
.
01
C
l
a
s
sr
oom
t
ea
c
h
in
g
44
1
.
4
5
1.
0
6
Ta
b
l
e
8
show
s
a
si
g
n
i
f
i
c
a
n
t
d
i
f
fere
nce
a
c
c
o
rd
in
g
t
o
t
he
d
e
p
ar
tm
ent
[t
(
9
8
)
=
2.
63
,
p
<
.
05]
.
C
l
as
sro
o
m
t
e
a
c
h
er
c
an
di
dat
e
s'
a
t
t
i
t
u
d
e
s
(
=
1
.
29)
a
re
h
i
g
he
r
than
s
oc
i
a
l
sc
ience
s
t
e
a
c
h
er
ca
ndi
da
te
s
(
= .
75).
Tab
l
e
8. “
I
hesita
te
t
o
use
a
n
educ
a
t
iona
l d
i
g
i
ta
l
gam
e
w
i
t
h th
e
co
nc
ern
tha
t
I
migh
t
l
oo
k stu
p
i
d”
i
tem
’
s t-tes
t
re
su
lt
s a
c
c
o
r
din
g
to
d
ep
art
m
en
t
Dep
a
r
t
men
t
N
S
s
d
t
p
Soc
i
a
l
s
c
i
e
n
ce
s
5
6
.
75
.
9
7
98
2
.
6
3
.
01
C
l
a
s
s
r
oom
t
e
a
c
h
in
g
4
4
1
.
2
9
1.
09
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
: 225
2-
882
2
Int.
J
.
Ev
al. & R
es. Educ.
Vol.
8, No. 2, June
2
0
19:
3
44
- 3
50
34
8
Ta
b
l
e
9
show
s
a
si
g
n
i
f
i
c
a
n
t
d
i
f
fere
nce
a
c
c
o
rd
in
g
t
o
t
he
d
e
p
ar
tm
ent
[t
(
9
7
)
=
2.
35
,
p
<
.
05]
.
C
l
as
sro
o
m
t
e
a
c
h
er
c
an
di
dat
e
s'
a
t
t
i
t
u
d
e
s
(
=
2
.
70)
a
re
h
i
g
he
r
than
s
oc
i
a
l
sc
ience
s
t
e
a
c
h
er
ca
ndi
da
te
s (
= 2.
18).
Tab
l
e
9. “
We
'll
be
a
bl
e
to g
e
t
m
a
ny of
t
h
e
be
n
efi
t
s w
e
'l
l ge
t
f
rom
a
n
educ
a
t
io
n
a
l di
g
ital
ga
m
e
,
or
i
n
ot
he
r
w
a
ys” item
’
s t-te
st
r
esul
ts
a
c
c
ord
i
n
g
t
o de
par
t
m
e
nt
Dep
a
r
t
men
t
N
S
s
d
t
p
Soc
i
a
l
sc
i
e
n
ce
s
56
2
.
1
8
1.
15
9
7
2.
35
.
02
C
l
a
ssr
oom
t
ea
c
h
in
g
44
2
.
7
0
1.
02
Tabl
e
10
s
ho
ws
a
s
i
g
n
i
f
i
c
a
n
t
d
i
ffe
ren
c
e
ac
co
rdi
n
g
to
t
h
e
d
ep
art
m
e
n
t
[
t
(
9
6
)
=
3
.
4
2
,
p
<
.
0
5
]
.
Cla
s
sr
oom
t
e
a
c
h
er
c
a
ndi
da
t
e
s'
a
t
t
itu
d
e
s
(X
=
2
.
37)
a
re
h
i
g
her
t
ha
n
so
ci
al
s
ci
e
n
c
e
s
teac
her
ca
ndi
d
a
te
s
(X
=
1
.63)
Ta
b
l
e
10.
“I
w
ill re
gula
r
ly use
e
duca
t
i
o
n
a
l
di
gi
ta
l ga
me
s
thr
o
u
ghout
t
h
e school”
i
t
em’s
t
-test res
u
lts
a
c
c
o
r
di
ng
to
de
p
a
rt
ment
Dep
a
r
t
men
t
N
S
sd
t
p
Soc
i
a
l
s
c
i
e
n
ce
s
56
1
.
6
3
1.
19
9
6
3.
42
.
00
C
l
a
ssroom
t
e
a
c
h
in
g
44
2
.
3
7
.
84
Tabl
e
11
s
ho
ws
a
s
i
g
n
i
f
i
c
a
n
t
d
i
ffe
ren
c
e
ac
co
rdi
n
g
to
t
h
e
d
ep
art
m
e
n
t
[
t
(
9
8
)
=
2
.
0
2
,
p
<
.
0
5
]
.
C
l
as
sro
o
m
t
e
a
c
h
er
c
an
di
dat
e
s'
a
t
t
i
t
u
d
e
s
(
=
2
.
86)
a
re
h
i
g
he
r
than
s
oc
i
a
l
sc
ience
s
t
e
a
c
h
er
ca
ndi
da
te
s
(
= 2.
41).
Ta
b
l
e
11.
“
Edu
c
ati
ona
l di
g
i
ta
l
gam
e
s provi
de
opp
ort
u
nit
i
es f
or
m
o
re effic
ie
nt le
a
r
n
i
n
g”
i
te
m
’
s
t
-
t
e
st
r
e
s
ul
ts
a
c
c
o
r
di
ng
to
de
p
a
rt
ment
Dep
a
r
t
men
t
N
S
s
d
t
p
Soc
i
a
l
s
c
i
e
n
ce
s
56
2
.
4
1
1
.
17
9
8
2.
04
.
04
C
l
a
ssr
oom
t
ea
c
h
in
g
44
2
.
8
6
1
.
00
The
ite
ms
“
Ed
uc
at
iona
l
di
gi
t
a
l
gam
e
s
e
n
ric
h
our
l
e
a
rn
i
n
g
expe
r
i
ence
t
o
a
de
gre
e
t
ha
t
r
e
qu
ire
s
e
x
t
r
a
effort”
a
n
d
“
P
la
y
i
n
g
d
i
g
i
t
al
e
duca
t
io
na
l
ga
me
s
do
n
o
t
f
ri
gh
te
n
m
e
i
n
a
n
y
w
a
y
”
c
a
n
b
e
i
n
t
e
r
p
r
e
t
e
d
a
s
m
a
l
e
teac
her
can
d
i
d
a
tes
prese
n
t
a
m
o
re
posit
i
v
e
op
i
n
i
on
as
t
he
y
li
ke
m
ore
pl
ayi
n
g
d
i
gita
l
g
a
m
e
s
a
n
d
sh
ow
m
or
e
in
t
e
rest.
Low
r
i
e
a
nd
Jor
g
e
n
s
e
n
reporte
d
i
n
t
he
ir
s
t
u
d
y
t
ha
t
[1
4
]
m
e
n
pla
y
m
ore
gam
e
s
tha
n
w
o
m
en.
In
a
d
dit
i
o
n
,
t
h
e
s
t
udy
c
o
ndu
ct
ed
b
y
On
a
y
,
Tü
fek
ç
i
an
d
Çağ
ı
lt
a
y
i
n
order
t
o
d
e
t
e
r
mine
u
ni
versi
t
y
s
t
ude
n
t
s'
pla
y
in
g
ha
b
i
t
s
a
nd
gam
e
p
re
fer
e
nce
s
w
ere
fou
n
d
t
o
be
h
i
g
her
am
o
ng
ma
l
e
s
t
u
de
nt
s.
T
he
s
tu
di
es
a
ls
o
sup
p
o
rt
th
i
s
v
ie
w
[1
5]
.
U
n
a
l
,
Inan,
K
a
ya,
F
i
r
a
t,
G
üzelba
ba
a
nd
Ba
h
a
dir
dec
l
a
r
ed
i
n
t
h
ei
r
res
e
a
r
ch
o
n
t
e
ach
e
r
c
an
di
d
a
t
e
s
th
at
t
h
ese
h
a
ve
p
osi
t
i
v
e
o
p
i
ni
on
s
a
b
out
c
o
m
pu
t
e
r
g
a
mes.
I
n
t
h
e
st
u
d
y
,
i
t
i
s
st
a
t
e
d
t
ha
t
teac
h
e
r
c
a
ndi
da
tes
m
o
stl
y
p
l
ay
c
o
m
put
e
r
g
ames
f
o
r
e
nt
ert
a
i
n
ment
/
p
l
eas
u
r
e
,
l
e
t
o
ff
s
t
e
am,
and
a
ppr
ecia
t
e
le
isur
e
t
i
me
,
c
u
ri
osi
t
y
a
n
d
moti
va
t
i
o
n
.
It
h
as
b
ee
n
pro
p
o
se
d
th
at
t
e
a
c
h
e
r
c
a
ndida
tes
d
o
not
f
u
l
l
y
b
e
n
efit
fr
om
c
omp
u
ter
ga
me
s
al
tho
u
g
h
t
h
ey
h
a
v
e
po
sit
i
v
e
op
ini
o
n
s
a
b
out
p
l
a
yi
ng
c
o
m
p
u
t
e
r
g
a
mes
fo
r
ed
uca
t
io
nal
p
u
r
pose
s
[
16].
S
i
milarl
y,
i
n
t
h
e
stud
y
co
n
duc
te
d
by
D
u
rd
u,
H
ot
oma
r
oğ
l
u
a
n
d
Ç
a
ğ
ıl
ta
y
(
t
he
r
e
a
son
of
uni
v
e
rsi
t
y
s
tu
d
e
nts'
p
l
a
yi
ng
c
o
m
p
u
t
e
r
gam
e
s w
a
s fou
n
d
to be t
o
let of
f
stea
m
[17].
Whe
n
t
he
lite
ratur
e
i
s
exa
mi
n
e
d,
it is se
e
n t
h
at t
e
a
c
h
ers ge
n
e
ra
l
l
y
expe
r
i
ence
s
e
l
f-con
f
i
de
nce
p
r
ob
le
ms
i
n
t
h
e
proce
s
s
o
f
i
nt
egra
ti
o
n
o
f
co
m
puter
g
a
m
e
s
i
nt
o
e
d
uca
t
i
o
n,
t
h
a
t
the
y
r
esist t
o
n
ew
t
ec
h
n
o
l
o
g
i
e
s
,
and
tha
t
f
e
w
o
f
t
h
e teac
hers e
xper
i
e
n
ce
w
i
t
h
g
am
es
[
1
8
-2
0].
I
n
t
h
i
s
s
t
ud
y
to
o,
it ca
n be sa
i
d t
h
at
the
r
easo
n
o
f t
h
i
s
c
o
n
c
e
rn
i
n
t
h
e t
e
ac
he
r c
and
i
dat
e
s is d
ue t
o lac
k
of k
n
o
w
l
e
d
g
e
a
b
ou
t
us
in
g
di
gita
l
gam
e
s for
educ
a
t
i
ona
l
pur
poses.
4.
CONCL
U
S
ION
I
n
t
h
i
s
st
ud
y,
c
on
duc
te
d
o
n
a
t
o
t
a
l
o
f
10
0
te
ac
her
c
a
n
d
i
da
t
e
s,
6
5
o
f
w
h
o
m
w
e
r
e
f
e
m
a
l
e
a
n
d
3
5
w
e
r
e
ma
le,
56
w
e
r
e
s
tud
y
i
n
g
s
oc
ia
l
scie
nc
es
a
nd
4
4
w
e
re
i
n
gr
ad
e
4
o
f
classroom
t
eaching
studies.
O
n
th
e
basi
s
of
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval & R
es E
d
u
c
.
IS
S
N
:
2252-
88
22
T
e
ache
r
ca
nd
i
d
a
t
es’ st
ate o
f
us
i
n
g d
i
g
i
ta
l
educ
a
t
i
o
na
l
g
a
m
es
(
A
y
ş
e A
l
k
a
n
)
34
9
the
i
t
e
m
s,
it
w
a
s
deter
m
ine
d
t
ha
t
the
o
n
e
w
ith
t
h
e
h
ig
he
st
a
ve
r
age
a
m
on
g
the
2
1
item
s
i
s
“I
c
an
l
ear
n
a
l
o
t
of
i
n
fo
rma
t
i
o
n
I
h
a
v
e
t
o
kno
w
ab
out
a
d
ig
it
a
l
g
a
m
e
by
my
se
l
f
”
whi
l
e
t
h
e
i
t
em
w
it
h
t
h
e
l
o
we
st
a
ver
a
g
e
“
I
c
a
n
hes
ita
te
t
o
use
an
e
du
c
a
t
i
ona
l
di
g
i
ta
l
gam
e
w
it
h
t
h
e
c
o
nc
ern
t
h
a
t
I
m
ig
ht
l
oo
k
st
upi
d
”
.
The
s
e
fi
ndin
g
s
m
a
y
b
e
in
t
e
rpre
te
d
as
t
he
t
e
a
c
h
e
r
c
and
i
date
s
a
r
e
conc
er
ne
d
a
b
ou
t
t
h
e
i
r
u
se
a
ltho
u
gh
the
y
b
e
lie
ve
t
ha
t
the
y
w
i
l
l
impro
v
e
t
h
em
se
lve
s
i
n
d
i
g
ital
ga
me
s.
T
he
a
ve
rage
o
f
t
h
e
answ
ers
g
ive
n
b
y
teac
her
can
di
da
tes
ba
se
d
on
t
h
e
scale
s
how
t
ha
t
the
y
a
re
unce
r
tai
n
.
It
c
a
n
b
e
sa
i
d
t
hat
teac
he
r
c
a
ndida
t
e
s
s
h
o
u
l
d
be
i
n
f
or
me
d
a
b
o
u
t
t
he
u
se
o
f
educ
a
t
i
o
na
l
d
i
g
ita
l ga
me
s in t
h
e
ir
c
ourse
s.
W
h
e
n
t
h
e
i
te
m
s
“
I
'
m
a
f
r
a
id
t
h
a
t
I
w
i
ll
h
a
v
e
tr
o
u
b
le
p
l
a
y
i
n
g
a
r
o
un
d
in
t
he
g
a
m
e
wh
en
I
'
m
g
i
v
e
n
a
cha
n
ce
to
p
l
a
y
a
popula
r
d
igi
t
al
g
am
e”
,
“I
f
i
nd
it
h
a
r
d
t
o
le
ar
n
if
a
s
ub
jec
t
i
s
tau
g
h
t
usin
g
a
di
gi
t
a
l
ga
me
”,
“
I
ca
n
he
si
ta
te
t
o
use
a
n
e
d
u
ca
tio
na
l
di
g
ita
l
g
a
m
e
w
it
h
the
c
onc
er
n
t
h
a
t
I
m
i
g
ht
l
o
o
k
st
up
id
”
,
“
We
c
a
n
o
bt
ain
ma
ny
ac
h
i
e
v
e
m
ents
w
e
c
a
n
get
or
r
eac
h
us
i
n
g
a
n
e
d
u
c
a
t
i
o
nal
d
i
gi
ta
l
ga
me
i
n
o
t
he
r
w
a
ys”
are
ex
am
ined
ac
cord
in
g
to
t
he
d
e
p
artm
en
t
of
s
tud
y
o
f
te
a
c
her
ca
nd
ida
t
e
s
,
it
c
a
n
be
o
b
s
erve
d
tha
t
t
ea
cher
c
a
n
d
i
da
t
e
s
w
h
o
stud
y in
c
la
ssr
o
o
m
t
e
ac
hi
ng
depar
t
m
ent
agr
e
e
m
o
re
w
it
h
t
h
e
s
e
a
r
ti
c
l
e
s
.
In
t
hi
s
c
a
s
e,
i
t
ca
n
b
e
s
ai
d
th
at
t
ea
c
h
er
ca
ndi
da
te
s st
udy
i
ng in
t
he
s
o
c
ial sc
ie
nce
s
d
epa
r
tme
n
t
ar
e
m
o
re
posi
tive
abo
u
t
us
i
n
g
e
d
u
cat
i
ona
l d
i
gi
ta
l
gam
e
s
tha
n
t
he
t
e
a
c
h
e
r
c
a
n
d
i
da
te
s
stud
y
i
n
g
i
n
c
l
assroom
t
ea
ch
in
g
de
pa
rt
men
t
,
wh
il
e
th
e
c
a
n
d
id
a
t
es
s
t
udy
i
n
g
i
n
classro
o
m
tea
c
hi
n
g
de
p
a
r
tme
n
t ar
e w
o
rried
on t
h
i
s
i
ss
ue.
Whe
n
t
he
i
tem
s
“
I
w
ill
use
e
d
uc
a
t
io
na
l
d
i
gi
t
a
l
gam
e
s
regu
la
rl
y
th
rou
ghou
t
th
e
s
c
hoo
l
e
d
u
cati
o
n
”
,
“
E
duc
at
iona
l
d
i
g
i
t
a
l
gam
e
s
prov
i
d
e
op
p
o
rt
unit
i
es
f
or
m
ore
eff
i
c
ie
n
t
l
e
a
rn
i
ng”
a
re
e
xam
i
ne
d
acc
or
di
n
g
t
o
t
h
e
depa
r
t
me
n
t
o
f
stu
dy
of
t
e
a
c
h
e
r
c
a
ndi
da
t
e
s,
i
t
w
a
s
obser
ved
tha
t
t
e
a
c
h
e
r
c
a
ndida
t
e
s
st
ud
y
i
ng
c
l
a
s
sr
oom
t
e
a
c
h
i
n
g
a
g
r
e
e
m
o
r
e
w
i
t
h
t
h
e
s
e
i
t
e
m
s
.
I
t
c
a
n
b
e
s
a
i
d
t
h
a
t
t
h
e
c
la
ssro
o
m
t
ea
cher
can
di
da
tes
wh
o
ar
e
more
conc
er
ned
a
b
o
u
t
e
d
uca
t
i
o
nal
di
g
i
t
a
l
ga
me
s
tha
n
t
he
t
ea
c
h
er
c
a
n
d
i
d
a
t
e
s
s
t
u
d
y
i
n
g
s
oc
ia
l
sc
ience
s
a
re
m
ore
w
illi
n
g
a
nd e
n
t
hus
ias
tic
abo
u
t
usi
ng t
h
is
m
etho
d.
S
i
nce
e
duca
t
i
ona
l
d
i
g
ita
l
g
a
me
s
w
i
l
l
h
el
p
to
c
r
eate
a
n
e
n
r
ic
hed
a
nd
d
i
f
f
e
ren
t
i
a
t
e
d
l
e
a
r
ni
ng
env
i
ro
nm
en
t,
t
ea
cher
s
who
wil
l
u
se
t
he
se
g
am
es
w
i
l
l
h
a
ve
a
v
a
r
i
e
t
y
of
t
as
ks.
Te
ac
hers
s
h
o
u
l
d
use
thes
e
gam
e
s
c
o
rre
ct
l
y
a
nd
e
ffect
i
v
e
l
y
t
o
a
c
h
ieve
t
he
ir
g
oals.
D
u
rin
g
t
h
e
t
r
a
i
ni
n
g
o
f
t
ea
ch
er
c
a
n
did
a
t
e
s,
n
e
c
e
ssa
ry
prac
t
i
c
e
s
s
h
o
u
l
d
be
g
i
v
e
n
a
bo
ut
t
he
u
se
o
f
e
duca
t
io
na
l
tec
h
n
o
l
o
g
i
es
i
n
l
e
arni
ng
e
n
viro
n
m
ents.
S
e
m
i
na
rs
a
nd
o
n
-
t
h
e
-
job
t
r
ain
i
ng
s on
d
e
v
elo
p
in
g
a
n
d
c
h
ang
i
ng
t
e
c
hnol
ogi
e
s
s
h
a
l
l
be g
i
v
en
t
o t
h
e te
ac
h
e
rs in c
h
arge
.
REFE
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Ç
il
enti
.,
E
ğ
it
im Teknol
o
jisi ve
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ğ
retim
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a
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u
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at
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An
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B.
A
k
koy
un
lu.
,
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B
i
l
g
i
s
a
yar
ve
e
ğitim
d
e
k
u
l
l
an
ılmas
ı
,
"
Ça
ğ
da
ş
E
ğ
i
timde
Y
e
ni
Te
k
n
oloji
l
e
r
.An
a
d
o
lu Ün
iv
e
r
s
i
te
si
Aç
ı
k Ö
ğ
retim Fa
kült
es
i
Y
a
y
ı
nlar
ı
,
p
p.
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5
,
Es
k
i
şehi
r,
1
99
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[3]
E.
K
am
acı
a
n
d
E
.
Du
ruk
a
n
.
,"Araş
tı
r
m
a
Görevl
i
l
erini
n
E
ğiti
mde
Ta
blet
B
ilgisayar
K
ul
lanı
mına
İ
lişk
i
n
Görüş
l
eri
Üzeri
n
e N
i
tel Bir
Araştırm
a
(T
r
a
b
zon
Örn
e
ği
),"
Ul
u
s
l
a
r
a
r
a
s
ı
T
ü
rkçe Ed
ebi
y
at
Kü
ltü
r
E
ğ
i
tim Dergis
i
,
2
012
.
[4]
M
.
P
rens
ky,
"
The
m
o
tiv
ati
o
n
o
f
g
am
eplay:
T
he
r
eal
t
w
e
nt
y‐f
i
rs
t
cen
tury
l
earn
i
ng
r
evo
l
utio
n
,
"
O
n
t
h
e Horizon
,
vo
l.
10(1
)
,
p
p
.
5-1,
2
0
0
2
.
[5]
R
.
G
a
r
r
i
s
,
R
.
A
h
l
e
r
s
&
J
.
E
.
D
r
i
s
k
e
l
l
.
,
"
G
a
m
e
s
,
m
o
t
i
v
a
t
i
o
n
,
a
n
d
l
earni
ng
:
A
research
a
nd
p
racti
c
e
m
o
d
e
l,"
Si
mulatio
n a
nd
Ga
mi
ng,
v
o
l
. 3
3,
pp
. 44
1
-4
67
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0
2
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[6]
V.
K
uku
l,
E
ğ
i
t
sel
D
iji
t
a
l Oyunl
a
r,”
Mehmet A
k
if
Oc
ak (
E
d
.
)
,
Oyunla ilgili
tari
h
s
el
gel
i
m
l
er
ve y
a
kla
ş
ı
mlar (
s
.
20-
31
)
. P
e
gem A
k
a
d
em
i, A
nk
ara, 2
0
1
3
.
[7]
M
.
B
.
Horzu
m
.,"İlk
ö
ğ
r
et
im
Ö
ğren
cil
e
ri
ni
n
Bilg
is
ayar
O
yu
nu
Bağ
ı
m
lılığı
Düzeylerinin
Çeş
i
t
li
Deği
şkenlere
G
öre
İncel
enm
e
si
,"
E
ğ
itim
ve
B
i
l
i
m
,
vol
.
3
6
(15
9
),
p
p
. 56
-
68
,
2
011
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[8]
S
.
Ç
a
n
k
a
y
a
a
n
d
A
.
K
a
r
a
m
e
t
e
.
,
"
E
ğ
i
t
s
e
l
Bil
g
isay
ar
O
yun
ları
nı
n
Öğr
en
cil
e
rin
M
a
tem
a
t
i
k
D
e
rsin
e
v
e
E
ği
ts
e
l
Bil
g
i
s
ayar
O
yu
nları
n
a
Yönelik
T
ut
u
m
ları
na
E
t
k
isi,"
M
e
rsin Ü
n
iver
s
i
tesi E
ğ
it
im
F
a
kültesi
Dergi
s
i
,
vol.
4(2
)
,
pp
.
1
15-1
2
7
,
2
0
0
8.
[9]
B.
D
o
ğ
ru
soy
a
n
d
Y.
İ
n
a
lı
,
"
Ç
ok
K
ul
la
nıc
ı
l
ı
B
i
l
g
i
sa
ya
r
Oyu
n
la
rı
ile
Ö
ğ
renm
e,
S
imul
ati
o
n
s
a
n
d
G
a
m
es
i
n
Ed
ucation,
"Eği
tim
d
e
S
i
m
ü
las
yon
v
e
O
y
u
n
l
a
r
a
r
aş
tı
rm
a
grub
u,
"
V
I
I.
U
l
us
al F
e
n bilim
l
e
r
i
ve Matemat
i
k
e
ğ
i
t
imi kongresi
,
An
kara,
T
ürkiy
e
,
20
06
.
[10]
M
.
P
r
ens
ky,
Di
g
ita
l g
a
m
e
-bas
ed
lear
ni
n
.
M
c
Graw
-Hill,
N
ew York, 2001.
[11]
Ş
.
B
ü
yük
öz
t
ü
rk
,
Bil
i
ms
e
l
A
r
a
ş
t
ı
rm
a Yö
nt
eml
e
ri
.
P
e
gem
A
A
kad
e
m
i
,
A
nk
ara,
2
014.
[12]
N.K
a
rasar,
Bi
limsel
Ara
ş
t
ı
rma Yöntem
i
. No
b
el
Y
ay
ı
n
Dağ
ı
t
ım, An
k
a
ra, 20
0
5
.
[13]
O.
S
arıg
öz,
Y.
B
ol
at,
&
S.
A
lkan.,
"Dig
it
al
E
ducati
o
n
a
l
Gam
e
U
s
ag
e
S
cale:
A
dap
tin
g
to
T
ur
kish,
Validity
a
nd
Reli
abi
lit
y
S
t
udy
,
"
W
o
r
l
d
Jou
r
na
l of Edu
c
a
t
io
n
,
v
o
l
.
8
(5),
201
8.
[14]
T.
L
o
w
rie
an
d
R.
J
org
e
nsen
.,"Gen
d
er
D
i
f
f
e
rences
i
n
S
t
ud
ents’
M
a
th
em
atics
Gam
e
P
l
a
yin
g
,
"
Computer
s &
Educat
ion
, v
ol
. 5
7
(
4), pp
.
22
4
4
-
22
48
, 20
1
1
.
[15]
P.
O
nay,
A
.
Tüfekçi,
&
K
.
Ça
ğılta
y.
,"Türkiye'
deki
ö
ğrenc
i
leri
n
bi
lgisay
ar
o
yu
nu
oy
nam
a
a
lış
kan
l
ı
k
l
a
rı
v
e
o
y
u
n
terci
h
leri:
OD
TÜ
v
e
gazi
üni
vers
i
t
esi
öğrencil
er
i
arası
karşıla
ş
t
ı
r
ma
l
ı
b
ir
ç
a
l
ış
m
a
,
"
B
ili
ş
im T
ekno
l
ojil
eri
I
ş
ı
ğ
ı
nda
E
ğ
i
tim Konf
eran
s
ı
’nd
a
su
nu
la
n b
i
ld
iri
,
Ank
a
ra.
2005
.
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
: 225
2-
882
2
Int.
J
.
Ev
al. & R
es. Educ.
Vol.
8, No. 2, June
2
0
19:
3
44
- 3
50
35
0
[16]
A
.
T
.
Ü
n
a
l
,
F
.
İ
n
a
n
,
M
.
T
.
K
a
y
a
,
M
.
F
ı
r
a
t
,
Z
.
G
ü
z
e
l
b
a
b
a
,
&
A
.
B
ahadı
r
,
"Öğretm
e
n
aday
ları
nın
bilg
is
ayar
o
y
u
n
u
oy
nam
a
a
l
ı
ş
k
anlık
l
arı
,
a
m
açl
arı
ve
o
yu
n
tercih
le
ri
ni
n
incel
enm
e
si:
M
a
lt
epe
Üni
v
ers
itesi
ö
rn
eği,"
AJ
IT-e
:
Onli
ne
Aca
d
emi
c
Jou
r
nal
o
f
In
f
o
r
nati
o
n
T
e
c
h
no
lo
gy
,
v
o
l
.
4
(12
)
,
D
O
I
:
1
0
.
582
4/
13
09‐1
5
8
1
.
2
01
3.
3
.
00
3
.
x
,
2
0
13
.
[17]
P
.
O
.
D
u
r
d
u
,
A
.
H
o
t
o
m
a
r
o
ğ
l
u
,
&
K
.
Ç
a
ğ
ı
l
t
a
y
.
,
"
T
ü
r
k
i
y
e
’
d
e
k
i
ö
ğ
r
e
n
c
il
erin
b
il
gisay
a
r
oyu
nu
o
y
n
a
m
a
a
lı
şk
anlı
kl
a
r
ı
ve oyu
n tercih
leri
:
O
d
t
ü
v
e
g
a
z
i
üni
vesitesi öğren
cil
e
ri
a
ras
ı
bir
ka
r
ş
ıla
şt
ır
m
a
,
"
Bi
li
ş
im
T
ekno
l
ojil
er
i
I
ş
ı
ğ
ı
nd
a E
ğ
itim
Ko
nfe
r
an
s
ı
’n
da
su
nu
lan
bildiri
,
An
kara,
2
00
4.
[18]
M
.
D
em
i
r
bilek
&
S
.
L
.
Tam
e
r.,
"M
ath
t
e
ach
er
s’
p
ersp
ectiv
es
on
u
s
i
ng
e
d
u
cat
i
o
n
a
l
co
m
p
u
t
er
g
ames
i
n
m
a
th
edu
catio
n,
"
Proc
e
d
ia
So
c
i
a
l
v
e
B
e
h
a
v
i
oral
Sc
ie
nc
e
s
,
vo
l
.
9
, p
p.
70
9
-7
1
6
, 20
1
0
.
[19]
A
.
A
k
ı
n
c
ı
,
M
.
S
ı
r
a
k
a
y
a
,
D
.
Y
ı
l
d
ı
r
ı
m
,
&
H
.
T
ü
z
ü
n
.
,
"
E
ğ
i
t
s
e
l
b
i
l
g
isayar
o
yunları
n
ın
e
ğiti
m
ortamlarına
ent
e
grasy
o
n
u
,"
4
.
U
l
us
la
ra
ra
s
ı
B
i
lgisayar ve Ö
ğ
ret
i
m Teknol
ojile
r
i Sempoz
yu
mu Bild
ir
i
l
er
Kit
a
b
ı
,
pp
.
10
8-1
1
2
,
Ko
ny
a,
Tü
r
ki
ye,
2
0
1
0
.
[20]
J
.
B
o
u
r
g
o
n
j
o
n
,
F
.
D
.
G
r
o
v
e
,
C
.
D
.
S
m
e
t
,
J
.
V
.
L
o
o
y
,
R
.
S
o
e
t
a
e
r
t
,
&
M.
V
alck
e.,
"
A
ccept
a
nc
e
of
g
am
e-bas
e
d
learn
i
ng
b
y s
econd
ary s
c
ho
ol
teach
ers
,
"
Co
mp
ute
r
s &
Ed
u
c
at
io
n,
v
o
l.
6
7
,
p
p.
21-35,
2
0
13.
Evaluation Warning : The document was created with Spire.PDF for Python.