Yazar "Temel, Tuba" seçeneğine göre listele

Listeleniyor 1 - 3 / 3
  • Küçük Resim
    Öğe
    Exploring the effects of gamification with web 2.0 tools on efl learners' academic achievement, motivation and learning self-efficacy in online learning environments
    (Çanakkale Onsekiz Mart Üniversitesi, Lisansüstü Eğitim Enstitüsü, 2022) Temel, Tuba; Cesur, Kürşat
    With the sudden outbreak of the coronavirus (Covid-19) pandemic, teaching and learning processes around the world have witnessed an emergent evolution from traditional face-to-face processes to online platforms, and different methods came to the fore. Gamification is acknowledged as one of them. Therefore, this study aimed to examine the effects of gamification with Web 2.0 tools on EFL learners' motivation, learning self-efficacy, and academic achievement in online learning environments. The present quasi-experimental study was based on a mixed-method sequential explanatory research design and the participants included 60 freshmen learners as experimental and control groups. The experimental group was instructed through gamification activities with Kahoot!, Socrative, Quizizz, and Mentimeter on the Microsoft Teams platform, and the control group was instructed through PowerPoint presentations on the same platform. The quantitative data were collected through two scales and an Achievement Test, and the qualitative data were obtained via a semi-structured interview. The scales and the achievement test were run as pre-tests and post-tests. The statistical analyses of the scales and the achievement test were conducted through statistical measures and the qualitative data were analyzed through content analysis. The findings revealed that the treatment has a statistically significant difference in the experimental group regarding motivation and online learning self-efficacy. Although the findings indicated no significant difference in the Achievement Test, it was revealed that the experimental group had higher scores on the post-test when compared to their pre-test scores. Therefore, it could be indicated that the treatment is beneficial to learners' motivation, learning self-efficacy, and academic achievement levels in online learning environments. The data were also analyzed for variables including gender and participants' previous experiences with Web 2.0 tools resulting in not a statistically significant difference on behalf of the experimental group.
  • Küçük Resim
    Öğe
    The Effect of Gamification with Web 2.0 Tools on EFL Learners' Motivation and Academic Achievement in Online Learning Environments
    (Sage Publications Inc, 2024) Temel, Tuba; Cesur, Kursat
    New teaching and learning practices related to gamified tools in online learning environments have become even more important during the pandemic and will continue to reshape educational processes, including higher education institutions, in the post-pandemic period. In line with this, the present study aimed to investigate the effects of gamification with Web 2.0 tools including Kahoot!, Socrative, Quizizz, and Mentimeter on EFL learners' motivation and academic achievement levels in online learning environments through a quasi-experimental research method and was based on a mixed-method sequential explanatory research design. The participants of the study are 60 freshman learners studying at a state university in T & uuml;rkiye. The data were obtained through a scale, an Achievement Test, and a semi-structured interview. The quantitative data were analyzed via statistical measures, and the qualitative data were analyzed through content analysis. The findings indicated that the treatment via gamified Web 2.0 tools had a statistically significant difference in favor of the experimental group in terms of the participants' motivation/course interest levels and the experimental group scored higher on the Achievement Test compared to the control group. The study aims to investigate the effects of gamification with Web 2.0 tools including Kahoot!, Socrative, Quizizz, and Mentimeter on EFL learners' motivation and academic achievement levels in online learning environments. The participants of the study are 60 freshman learners studying at a state university in T & uuml;rkiye. The data were obtained through two scales, an achievement test, and a semi-structured interview. The findings indicated that the treatment via gamification tools has a statistically significant difference in favor of the experimental group in terms of participants' motivation / course interest levels. The experimental group had higher scores in the achievement test when compared to the control group as well. As a limitation, the findings may not be generalizable to other students of different contexts and different settings as the data were collected from only 60 learners. Despite the limitations, the current study has several implications in today's digital world. Each level of educational institution needs to provide its learners with interactive learning settings which arouse interest in the course and motivate them for more dynamic participation / engagement process. The current study is believed to reveal an alternative way in that the instruction with the help of Web 2.0 tools in online learning environments contributes to increase learner course interest/motivation and academic achievement levels that possibly decrease course dropouts in those settings.
  • [ X ]
    Öğe
    The Effect of Web 2.0-Supported Gamification on EFL Students' Self-Efficacy in Online Learning Environments
    (2025) Temel, Tuba; Cesur, Kürşat
    While online learning is not a new way of teaching and learning practices, various challenges, often stemming from motivational issues, lead to high dropout rates. For this reason, educators have increasingly integrated gamified tools and online teaching strategies, which offer new learning experiences through game elements. These tools proved especially effective during the COVID-19 pandemic and are expected to continue transforming education across all levels, including higher education. One critical factor influencing student success in both traditional and online settings is self-efficacy. This study investigated the impact of Web 2.0-supported gamification on the self-efficacy of EFL (English as a Foreign Language) students in an online learning environment. A quasi-experimental method and a mixed-method sequential explanatory design were used. Participants included 60 first-year undergraduate students taking English as a compulsory course at a state university in Türkiye. A scale and a semi-structured interview form were used as data collection tools. Quantitative data were analyzed statistically, while qualitative data were examined through content analysis. Findings showed a statistically significant increase in self-efficacy levels of the experimental group who used gamified tools. These results suggest that Web 2.0-supported gamification can be an effective strategy for enhancing learner self-efficacy in online language learning environments.