The effect of game-based learning approach on preschool students' learning preferences
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https://doi.org/10.5281/zenodo.6883134Keywords:
Game, Learning with Game, Game Based Learning, Pre-School EducationAbstract
Game Based Learning is the approach where digital games are truly included in the classroom. These games often encourage students to be more involved in the teaching process by stimulating their interest and increasing their motivation towards a particular subject. Game Based Learning facilitates teaching by using a computer game to teach a subject. By using these games in education, students are expected to gain courage in their critical thinking skills and problem solving skills. The main purpose of this research is to examine the effect of the game-based learning and teaching model on the learning preferences of preschool children, theoretically and practically. Semi-structured interview form and observation form were applied to the study group of the research. In the analysis of the data, the Shapiro-Wilks score of the items in the observation form created for the learning preferences of the children was examined in terms of normality. According to the normality tests, it was observed that the items in the observation form were not normally distributed. The Mann-Whitney U test was used to compare the scores of the children in the experimental and control groups, and the Wilcoxon signed-rank test was used to rank the pre-test and post-test scores of the groups in the prepared learning preferences comparison observation form. Descriptive and content analysis methods were used in the data obtained from the semi-structured interview questionnaire. As a result of the research, it is seen that there is a significant difference in favor of the posttest between the pretest-posttest results regarding the learning paths preferred by the children (z=-6.042, p≤0.05). From this point of view, it can be said that the experimental group in which the game-based learning-teaching model was applied contributed to the learning paths preferred by the children. There was no significant difference between the pretest-posttest scores of the children regarding their preferred learning paths (z = -5.854, p > 0.05). In short, the activities carried out under the current education program did not have any effect on the learning paths preferred by the children.
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