Bilgisayar Oyunlarının Öğrenci Güdülenmesine Etkisi
Keywords (Original Language):
|Author Name||University of Author|
Alessi, S. M., & Trollip, S. R. (2001).Multimedia for learning: Methods and Development (third ed.). Needham Heights, Massachusetts: Allyn & Bacon.
Balaban-Salı, J. (2004). ÖğrenmedeGüdülenme. In EğitimdeBireyselFarklılıklar (167-197) Ankara: Nobel Yayınları
Chou, C., & Tsai, M.-J. (2007). Gender differences in Taiwan high school students’ computer game playing. Computers in Human Behavior, 23,812–824.
Connolly, T. M., Boyle, E., & Hainey, T. (2007). A survey of students’ motivations for playing computer games: a comparative analysis. In Proceedings of the 1st European conference on games-based learning (ECGBL),25–26 October 2007, Paisley, Scotland.
Connolly, T. M., Boyle, E. a., MacArthur, E., Hainey, T., & Boyle, J. M. (2012). A systematic literature review of empirical evidence on computer games and serious games. Computers & Education, 59(2), 661–686. doi:10.1016/j.compedu.2012.03.004
Csikszentmihalyi, M. (1991). Flow: The psychology of optimal experience. New York: HarperPerennial.
Crawford, C.(1984) Art of computer game design. McGraw-Hill, Osborne
Denis, G. &Jouvelot P. (2005). Motivation-Driven Educational Game Design: Applying Best Practices to Music Education.
Garris, R., Ahlers, R., &Driskell, J. E.(2002). Games, motivation, and learning: A research and practice model. Simulation & Gaming, 33(4), 441-467.
Gredler, M.E. (1994). Designing and evaluating games and simulations: a process approach. Houston: Gulf Pub. Co.
Karakus, T., Inal, Y., & Cagiltay, K. (2008). A descriptive study of Turkish high school students’ game-playing characteristics and their considerations concerning the effects of games. Computers in Human Behavior, 24(6), 2520–2529.
Keller, J.M. (1987a). Development and use of the ARCS model of instructional design. Journal of Instructional Development, 10(3), 2-10.
Keller, J.M. (1987b). The systematicprocess of motivational design. Performance Instruction,26(9), 1-8
Keller, J. M. (1993). Manual for Instructional Materials Motivational Survey (IMMS). Tallahassee, FL.
Kirriemuir, J. & McFarlane, A. (2004).Literature review in games and learning. Report No. 8, NESTA Future Lab Series. http://www.nestafuturelab.org/research/lit_reviews.htm. Retrieved September 11, 2006
Malone, T. (1981).Toward a theory ofintrinsically motivating instruction.Cognitive Science, 5(4), 333-369.
Malone, T. W., &Lepper, M. R. (1987). Making learning fun: A taxonomy of intrinsic motivations for learning. In R. E. Snow & M. J. Farr (Eds.), Aptitude, learning, and instruction: Vol. 3. Conative and affective process analysis (pp. 223-253). Hillsdale, NJ: Erlbaum.
Maslow, A. H. (1970). Motivation and Personality, (2nd. ed.), New York, Harper & Row.
McFarlane, A., Sparrowhawk, A. &Heald Y. (2002). Report on the educational use of computer games. Teachers Evaluating Educational Multimedia report. http://www.teem.org.uk/resources/teem_gamesined_full.pdf27/11/03. Retrieved September 11, 2009.
Prensky, M. (2001).Digital Game-Based Learning. New York, NY: McGraw-Hill.
Schleiner, A.M. “Does Lara Croft WearFake Polygons? Gender and Gender-Role Subversion in Computer Adventure Games”, Leonardo: 2001 (v34 no3): 221-6.
Wlodkowski, R. (1999). Enhancing adult motivation to learn.( Rev. ed.) San Francisco: Jossey-Bass
Yang, Y.-T. C. (2012). Building virtual cities, inspiring intelligent citizens: Digital games for developing students’ problem solving and learning motivation. Computers & Education, 59(2), 365–377. doi:10.1016/j.compedu.2012.01.012