Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| EDUCATIONAL PLAY and GAMIFICATION | PDR2216221 | Spring Semester | 2+0 | 2 | 4 |
| Course Program | Perşembe 10:00-10:45 Perşembe 11:00-11:45 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Damla SÖNMEZ |
| Name of Lecturer(s) | Assist.Prof. Damla SÖNMEZ |
| Assistant(s) | |
| Aim | This course aims to enable students and teacher candidates to recognize the concepts of educational games and gamification, to understand how these approaches can be used in psychological counseling and guidance processes, and to plan and effectively implement game-based applications. |
| Course Content | This course contains; What is Game?,What is Gamification?,What is Educational Game?,Gamification Steps,Game Design Tools,Gamification Frameworks,Player Types,Philosophical Foundations of Gamification,Digital Games,Distance Games,Children's Games as Psychotherapy,Sample Games. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Explains the concepts of educational games and gamification. | 36, 5, 9 | A, E |
| Explains the effects of games on psychological development. | 36, 5, 9 | A, E |
| Explains the elements of gamification. | 36, 5, 9 | A, E |
| Plans an event that includes an educational game. | 36, 5, 9 | A, E |
| Teaching Methods: | 36: Peer Teaching Technique, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | What is Game? | [1], [2], [3], [4] |
| 2 | What is Gamification? | [1], [2], [3], [4] |
| 3 | What is Educational Game? | [1], [2], [3], [4] |
| 4 | Gamification Steps | [1], [2], [3], [4] |
| 5 | Game Design Tools | [1], [2], [3], [4] |
| 6 | Gamification Frameworks | [1], [2], [3], [4] |
| 7 | Player Types | [1], [2], [3], [4] |
| 8 | Philosophical Foundations of Gamification | [1], [2], [3], [4] |
| 9 | Digital Games | [1], [2], [3], [4] |
| 10 | Distance Games | [1], [2], [3], [4] |
| 11 | Children's Games as Psychotherapy | [1], [2], [3], [4] |
| 12 | Sample Games | [1], [2], [3], [4] |
| Resources |
| [1] Aslan, O. (Latest edition). Children and games with activity examples. Eğiten Kitap. [2] Aydin, Z., Amaş, S. and Turan, P. (Latest edition). Games in education, gamification and gamified lesson plans. Eğiten Kitap. [3] Kanak, M. and Kurtdede-Fidan, N. (Latest edition). Traditional children's games. Eğiten Kitap. [4] Yılmaz, E., Kandemirci, E., Atam, G., Hepgenç, L. and Varlı, Y. (Latest edition). “Game” for distance/online training. Eğiten Kitap. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Explains the fundamental concepts and principals related to Guidance and Psychological Counseling. | X | |||||
| 2 | Demonstrates theoretical knowledge regarding individuals' developmental characteristics, learning processes, and behavioral patterns. | X | |||||
| 3 | Relates the concepts and principles of educational foundations to learning, teaching, and assessment processes. | X | |||||
| 4 | Explains in depth the theories, principles, and techniques within the field of Guidance and Psychological Counseling. | X | |||||
| 5 | Applies appropriate psychological counseling techniques to support the well-being of individuals and groups in line with relevant theories and research. | X | |||||
| 6 | Uses instructional and assessment methods, techniques, and tools appropriately in accordance with their intended purposes. | X | |||||
| 7 | Effectively employs scientific research methods and ethical principles in identifying and addressing field-specific problems. | X | |||||
| 8 | Designs comprehensive, developmental, and preventive guidance and psycho-educational programs. | X | |||||
| 9 | Acts in accordance with professional ethical principles and standards in guidance and psychological counseling processes. | X | |||||
| 10 | Utilizes supervision processes in Psychological Counseling practices and conducts consultation activities in collaboration with relevant stakeholders. | X | |||||
| 11 | Evaluates development, learning, personality, and career theories within the context of factors influencing individual behavior. | X | |||||
| 12 | Demonstrates professional practices from an interdisciplinary and intercultural holistic perspective. | X | |||||
| 13 | Integrates critical, reflective, and creative thinking skills with professional values such as empathy, leadership, communication, and responsibility, and demonstrates these competencies in personal, social, and professional contexts. | X | |||||
| 14 | Follows current developments in the field in line with the principle of lifelong learning. | X | |||||
| 15 | Uses digital technologies in face-to-face and online environments in accordance with the needs of learners and clients. | X | |||||
| 16 | Independently plans and conducts theoretical and applied studies related to the field. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 0 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(0/30) | 0 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| EDUCATIONAL PLAY and GAMIFICATION | PDR2216221 | Spring Semester | 2+0 | 2 | 4 |
| Course Program | Perşembe 10:00-10:45 Perşembe 11:00-11:45 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Damla SÖNMEZ |
| Name of Lecturer(s) | Assist.Prof. Damla SÖNMEZ |
| Assistant(s) | |
| Aim | This course aims to enable students and teacher candidates to recognize the concepts of educational games and gamification, to understand how these approaches can be used in psychological counseling and guidance processes, and to plan and effectively implement game-based applications. |
| Course Content | This course contains; What is Game?,What is Gamification?,What is Educational Game?,Gamification Steps,Game Design Tools,Gamification Frameworks,Player Types,Philosophical Foundations of Gamification,Digital Games,Distance Games,Children's Games as Psychotherapy,Sample Games. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Explains the concepts of educational games and gamification. | 36, 5, 9 | A, E |
| Explains the effects of games on psychological development. | 36, 5, 9 | A, E |
| Explains the elements of gamification. | 36, 5, 9 | A, E |
| Plans an event that includes an educational game. | 36, 5, 9 | A, E |
| Teaching Methods: | 36: Peer Teaching Technique, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | What is Game? | [1], [2], [3], [4] |
| 2 | What is Gamification? | [1], [2], [3], [4] |
| 3 | What is Educational Game? | [1], [2], [3], [4] |
| 4 | Gamification Steps | [1], [2], [3], [4] |
| 5 | Game Design Tools | [1], [2], [3], [4] |
| 6 | Gamification Frameworks | [1], [2], [3], [4] |
| 7 | Player Types | [1], [2], [3], [4] |
| 8 | Philosophical Foundations of Gamification | [1], [2], [3], [4] |
| 9 | Digital Games | [1], [2], [3], [4] |
| 10 | Distance Games | [1], [2], [3], [4] |
| 11 | Children's Games as Psychotherapy | [1], [2], [3], [4] |
| 12 | Sample Games | [1], [2], [3], [4] |
| Resources |
| [1] Aslan, O. (Latest edition). Children and games with activity examples. Eğiten Kitap. [2] Aydin, Z., Amaş, S. and Turan, P. (Latest edition). Games in education, gamification and gamified lesson plans. Eğiten Kitap. [3] Kanak, M. and Kurtdede-Fidan, N. (Latest edition). Traditional children's games. Eğiten Kitap. [4] Yılmaz, E., Kandemirci, E., Atam, G., Hepgenç, L. and Varlı, Y. (Latest edition). “Game” for distance/online training. Eğiten Kitap. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Explains the fundamental concepts and principals related to Guidance and Psychological Counseling. | X | |||||
| 2 | Demonstrates theoretical knowledge regarding individuals' developmental characteristics, learning processes, and behavioral patterns. | X | |||||
| 3 | Relates the concepts and principles of educational foundations to learning, teaching, and assessment processes. | X | |||||
| 4 | Explains in depth the theories, principles, and techniques within the field of Guidance and Psychological Counseling. | X | |||||
| 5 | Applies appropriate psychological counseling techniques to support the well-being of individuals and groups in line with relevant theories and research. | X | |||||
| 6 | Uses instructional and assessment methods, techniques, and tools appropriately in accordance with their intended purposes. | X | |||||
| 7 | Effectively employs scientific research methods and ethical principles in identifying and addressing field-specific problems. | X | |||||
| 8 | Designs comprehensive, developmental, and preventive guidance and psycho-educational programs. | X | |||||
| 9 | Acts in accordance with professional ethical principles and standards in guidance and psychological counseling processes. | X | |||||
| 10 | Utilizes supervision processes in Psychological Counseling practices and conducts consultation activities in collaboration with relevant stakeholders. | X | |||||
| 11 | Evaluates development, learning, personality, and career theories within the context of factors influencing individual behavior. | X | |||||
| 12 | Demonstrates professional practices from an interdisciplinary and intercultural holistic perspective. | X | |||||
| 13 | Integrates critical, reflective, and creative thinking skills with professional values such as empathy, leadership, communication, and responsibility, and demonstrates these competencies in personal, social, and professional contexts. | X | |||||
| 14 | Follows current developments in the field in line with the principle of lifelong learning. | X | |||||
| 15 | Uses digital technologies in face-to-face and online environments in accordance with the needs of learners and clients. | X | |||||
| 16 | Independently plans and conducts theoretical and applied studies related to the field. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |