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© Kamla-Raj 2013 Anthropologist, 16(1-2): 89-96 (2013)
Secondary and High School Teachers’ Perceptions Regarding
Computer Games with Educational Features in Turkey
Ebru Yilmaz Ince1 and Muhammet Demirbilek2
1Graduate School of Applied Science, Suleyman Demirel University, Isparta, 32260 Turkey
E-mail: ebruyilmaz@sdu.edu.tr
2School of Education, Suleyman Demirel University, Isparta, 32260 Turkey
E-mail: mdbilek@gmail.com
KEYWORDS Educational Compu ter Games. Teacher Perspectives. Games in Teaching. Game-based Learning
ABSTRACT The purpose of this study is to investigate secondary and high school teacher perceptions about
integrating educational computer games into their lessons. The participants consist of teachers who work at the 26
different secondary and high schools in Turkey. Two survey instruments were used to collect data from 58 1
participants. Data was analyzed using t-test, ANOVA test, Chi-square. Content analysis was also conducted to
analyze the interview data . The findings revealed teachers who use educational games in their classes are more
positive than the teachers who do not incorporate educational games in their lessons. Furthermore, secondary
school teachers were more positive towards integrating educational games in their courses than high schools
teachers. While tea chers expressed their willing to use edu cational computer games in their courses, the negative
aspects of computer games come to the fore according to the teacher perceptions.
Address for correspondence:
Assist. Prof. Muhammet Demirbilek
Suleyman Demirel University
School of Education
Department of Compu ter Education & Instructional
Technologies
East Campus, 32260 Isparta, Turkey
Office Phone:# 00 90 246 211 3871
Fax: 00 90 246 211 4505
E-mail: mdbilek@sdu.edu.tr
INTRODUCTION
Technological innovations influence fields
of science in both direct and indirect ways,
changing the teaching and learning environ-
ments and transforming the traditional methods.
Hence, the rapid development of Internet Com-
munication Technologies (ICTs) skills usage of
technologies in teaching has become inevitable
(Baytak et al. 2012; Psycharis et al. 2013). One of
the emerging educational technologies is edu-
cational computer game.
Educational computer games have been in-
troduced to students and teachers as an inno-
vative strategy for improving the quality of
teaching. These games have brought a new di-
mension to education by supporting student-
centered education, increasing student motiva-
tion and providing students the option to learn
while having fun (Cankaya and Karamete 2009).
Employing games in teaching and learning
gained popularity in countries with high levels
of socio-economic status also used in Turkey
and have become the subject of scientific re-
search. While reviewing research on computer
games conducted in Turkey using keywords
such as “educational computer games” and
“computer games”, the following themes were
found: game development, developed the game’s
implementation of the control and experimental
groups, the effect on students of educational
games, impact on students of educational games
developed by software companies. Table 1
shows categories /codes and the related educa-
tional computer game study which was conduct-
ed in Turkey. The categories of the research are
“Negative effects of computer games”, “Contri-
butions of educational games in class”, “Us-
ability of educational games”, “Effect of the atti-
tude towards the games in class” and “Teach-
ers’ perceptions about educational games”.
The effect of computer games on student
success is as important as the teachers’ percep-
tions about educational computer games. This
study is based specifically on educational games.
It is aimed to describe what features the educa-
tional games should have that contribute to de-
velopment of teachers’ perceptions. The pur-
pose of this study is to measure and understand
secondary and high school teacher perceptions
about computer games. Additionally, the teach-
ers’ perceptions about the use educational games
in their lesson were also examined. Considering
introduction of educational games in the class-
90 EBRU YILMAZ INCE AND MUHAMMET DEMIRBILEK
room and usage of them will performed by teach-
ers and the teachers’ experience, the importance
of this research data occurs. The results ob-
tained through this study are deemed of interest
to educators, researchers and policy makers.
Game-based Learning
The game is well-known concept, which has
a primary place in the early years of human life.
This familiar activity usually leaves individuals
with memories of positive, pleasant and fun ex-
periences. Hands-on experience encourages the
individual to play the game and individual ac-
quires new knowledge during play, which refers
the individual to experience simulated real life
situations in a competitive way.
According to Gee (2003), a well-designed
game will allow for higher order thinking as well
as learning. He also states that theories of learn-
ing are embedded in games, therefore game play
and learning are related each other and happens
simultaneously (Gee 2003). Educational games
are defined as “software that allows students to
learn course topics or to develop problem-solv-
ing abilities by using game format” (Demirel et
al. 2003:141). Video games provide students with
experience in problem solving (Squire 2005).
Squire et al. (2008) presented a game-based learn-
ing model in their study that can be applied to
informal learning environments. Furthermore,
research findings such as the ability of games to
develop problem-solving skills revealed the ben-
efit of educational games in educational setting.
Students strive to solve the problem using dif-
ferent methods however game is so complex.
Pivec et al. (2004) found in their study that stu-
dents discover more than one method of solv-
ing the problems they face as they play the
game. Recent improvements in ICTs have led
many researchers to study computer games and
their effects on student learning.
Teachers’ Perceptions about Educational
Computer Games
The development of educational games has
prompted the use of computer games for educa-
tional purposes. This statement makes teach-
ers’ perceptions of educational computer games
more important. Niederhauser and Stoddart
(2001) examined relationships between teachers’
instructional perspectives and their use of tech-
nology in instruction. Can and Cagiltay (2006)
researched Turkish prospective teachers’ per-
ceptions regarding the use of computer games
with educational features. Tufekci (2007) ana-
lyzed pre-service computer teachers’ computer
game playing habits. Kebritchi et al. (2009) worked
with teachers to analyze websites supporting
the use of instructional games in K-12 setting.
Sardone and Devlin-Scherer (2009) researched
the views of teacher candidates on digital games
as learning tool. Sardone and Devlin-Scherer
(2010) also examined pre-service teachers’ re-
sponses to digital games for 21st-Century skills
development. Tuzun and Ozdinc (2010) conduct-
ed a case study related to pre-service teachers’
computer game playing characteristics and pref-
erences. Ketelhut and Schifter (2010) studied
Table 1: Compute r game research in Turkey
Category / Code Study references
Negative effects of computer games Kars (2010)
Contribu tions of educational games in class
success Kula (2005), Obut (2005), Yigit(2007), Ozturk (2007),
Yagiz (2007), Sert (2009 ), Ural (2009)
motiva tion Kula (2005), Ucgul (2007), Ural (2009)
cognitive learning goals Ozturk (2007), Oz (2009)
affective learning goals Ozturk (2007)
learning Erkus (2008), Kula (2005)
perma nent learning Yigit (2007)
Usability of educational games
preschool education Coruh (200 4)
engineering education Gokdal (2008)
architecture education Catak (20 09)
Effect of the attitude towards the games in class
mathemat ics Cankaya (2007), Ozturk (2007)
Teachers’ perceptions abou t educational games Can (2003), Coruh (2004)
TEACHERS’ PERCEPTIONS TO EDUCATIONAL COMPUTER GAMES 91
teacher professional development and game-
based learning which required attention to mul-
tiple factors including teacher efficacy in using
the software, pedagogical issues and school
culture. Their research provides a theoretical
model for successful technological implementa-
tion.
Purpose of the Study
The purpose of this study is to investigate
secondary and high school teachers’ percep-
tions of educational computer games and com-
puter games. For this purpose, the following re-
search questions are examined:
1. What are teachers’ general perceptions
about computer games and educational
computer games?
2. Is there a significant difference in teacher
perceptions about computer games and
educational computer games based on the
grade level of the teachers’ class?
3. Is there a significant difference in teacher
perceptions about computer games and
educational computer games based on the
teacher’s years of teaching experience?
4. Is there a significant difference in teacher
perceptions about computer games and
educational computer games based on the
gender of the teacher?
5. According to status of teachers to use
computer games in lessons, is there sig-
nificant difference in teacher perceptions
about computer games and educational
computer games?
6. What are the teachers’ perceptions of ed-
ucational computer games used in les-
sons?
METHODOLOGY
Participants
Non-random and a two-phase sampling meth-
od were used to select participants. In the first
phase, five hundred teachers from twenty-six
different schools, including thirteen secondary
and thirteen high schools, participated in this
study in Isparta / Turkey, by convenience sam-
pling method. Secondly fifteen teachers were
selected who uses educational computer games
in their lesson, by a purposive sampling method
for semi-structured interviews. For the first phase
of sampling, demographic information about
participants are given in Table 2. 225 female and
356 male teachers participated in surveys. 295
participants teach in secondary schools, 286 in
high school. These teachers were placed in one
of four groups, based on the number of years of
professional experience each had completed: 1-
10 years, 11-20 years, 21-30 years, 31 and above
years.
Interviews were used to answer the research
question, “What are the teachers’ perceptions
of educational computer games used in les-
sons?” In order to select a suitable sample for
this research question, participants were select-
ed who used educational computer games in les-
son, by a purposive sampling method. Six fe-
male and nine male participants in the interview;
nine of them work in secondary school and six
of them work in high school. Four English teach-
ers, four class teacher, two religion and ethics
teacher, two geography, one math, one chemis-
try and one music teacher participated in the
interview.
Procedures and Instruments
This study was designed as a survey re-
search study. The data were gathered through a
questionnaire (Can 2003) and a semi-structured
interview schedule. The survey form was com-
prised of four main sections. The first section
contained multiple-choice items in which teach-
Table 2: Demographic information of participants
Demographic Frequency %
information
Gender
Female 22 5 38.73
Male 356 61.27
Level of Education
Secondary 29 5 50.77
High 28 6 49.23
Professional Experience
1-10 years 11 9 20.48
11-20 years 24 0 41.31
21-30 years 17 0 29.26
31 and above years 52 8.95
Age21-25 ages 5 0.86
26-30 ages 64 11.02
31-35 ages 116 1 9.97
36-40 ages 118 2 0.31
41-45 ages 123 2 1.17
46 and above ages 15 5 26.68
92 EBRU YILMAZ INCE AND MUHAMMET DEMIRBILEK
ers were asked to provide demographic informa-
tion such as gender, level of education, profes-
sional experience and age. Also teachers were
asked to disclose their usage of educational
games in the classroom setting. In other sec-
tions of the survey, teachers responded to ques-
tions about their general perceptions of com-
puter games and educational computer games.
Teachers were also asked about the effective-
ness and usage preferences of computer games
with educational features. A four–point Likert
scale ranging from “strongly agree “to” strong-
ly disagree measured their responses. Addition-
ally, semi-structured interviews were conducted
with the 15 participants, to reveal their rationale
for usage of educational games in course, and
their perceived alignment of educational games
to the course and requirements. Interview ses-
sions were recorded with the permission of the
interviewees.
Data Analysis
Statistical and qualitative data analyses were
the two primary data analysis phases of this re-
search. The questionnaires were coded; next the
data was entered into Statistical Package for the
Social Sciences (SPSS). The descriptive data,
was used to calculate frequencies and percent-
ages. Also t-test, ANOVA test and Chi-square
test were used for determining significant differ-
ence regarding demographic information, as well
as the relationships between usage of educa-
tional games and demographic information. The
content analysis method was used to analyze
the qualitative data, as explained by Yildirim and
Simsek (2000). Moreover, Miles and Huberman
(1994) suggest that final inter-coder agreement
should approach or exceed 90%, so this analy-
sis was conducted then the result of analysis
according to codes was 91%.
RESULTS
Teachers’ Perceptions towards
Computer Games
The survey’s second section examines the
arithmetic means and standard deviations of re-
sponses to reveal teachers’ general perceptions
regarding computer games with educational fea-
tures. For the second part of the questionnaire,
findings are shown in Table 3. When teachers’
general perceptions regarding computer games
with educational features are examined, “Play-
ing violent games affect people negatively”
(M=4.62, SD=0.77) and “Playing computer games
leads to addiction” (M=4.27, SD=0.94) statements
were responded to as strongly agree. Accord-
ing to teacher answers, negative characteristics
of general computer games are emphasized. This
case can be explained by the limited amount of
educational games available to these teachers.
While there are several educational games lan-
guages, very few have multi-language choices.
Also teacher were not well informed about op-
tions for educational games.
In the third section of survey, teachers’ per-
ceptions on the effectiveness of educational
games were investigated (see Table 4). Teachers
responded to statements about the use of edu-
cational games in course. The responses includ-
ed, “Computer games with educational features
can be effective in learning when used as a
Table 3: Teachers’ ge neral perceptions towar ds computer games
Mean SD
8 Playing violent games affect people negatively.*4.62 0.77
5 Playing computer games leads to addiction.*4.27 0.94
9 Playing computer games affect the social life of the people negatively.*3.83 1.12
1 Playing computer games requires too much engagement time.*3.72 1.19
10 Playing computer games is a waste of time.*3.64 1.15
4 Girls and boys prefer playing different types of computer games. 3. 96 1.00
3 Playing computer games help developing some useful knowledge and skills. 3.1 2 1. 06
6 Playing computer games stimulate curiosity in learning something. 3. 02 1.07
7 When computer games are played with a group (friends, family), it helps development 2. 90 1.14
of social skills.
2 Playing computer games is suitable for every age group. 2.80 1. 33
11 Playing computer games is an important leisure time activity. 2. 79 1.27
12 Playing computer games is suitable for only children (element & secondlevel) 1. 88 1.12
* Negative
TEACHERS’ PERCEPTIONS TO EDUCATIONAL COMPUTER GAMES 93
teaching aid in courses.” The response to this
question yielded (M=3.69, SD=1.05). The state-
ments “Computer games can be effective in learn-
ing when a goal is specified in a game.” (M=3.48,
SD=1.05), “Computer games can be effective in
learning when they are based on realistic goals.”
(M=3.45, SD=1.09) and “Computer games can
be effective in learning when they provide co-
operative learning environment” (M=3.40,
SD=1.02). These questions were answered as
strongly agree.
In third section (see Table 5), the teachers’
general perceptions of educational computer
games with educational features were examined
using the following statements: “Computer
games with educational features can be applica-
ble to all grade levels.” (M=3.56, SD=1.14), “Com-
puter games with educational features can be
used in accordance with the goals of schools’
curriculum plans.” (M=3.52, SD=1.10), “Computer
games with educational features can help stu-
dents fulfill cognitive learning goals which are
defined in the schools’ curriculum plans.”
(M=3.41, SD=1.04) and “Computer games with
educational features can help students fulfill
psychomotor learning goals which are defined
in the schools’ curriculum plans.” (M=3.41,
SD=1.05) These questions were answered as
strongly agree by the teachers.
Level of Teachers’ Education
“Is there a significant difference in teacher
perceptions about computer games and educa-
tional computer games based on the grade level
of the teachers’ class”? Was the second research
question of the study? A t-test was performed
according to grade level of the teachers’ class.
Fifteen significant differences were found which
showed the secondary school teachers on aver-
age viewed the use of educational games in class
more positive than high school teachers.
Professional Experience
For the comparison of teachers’ perception
about educational computer games based on the
number of years of professional experience a
Table 4: Teachers’ perspective about usage of educational computer games in the cours e in ter ms of
effe ctiveness
Computer games with educational features Mean SD
13 can be effective in learning when used as a teaching aid in courses. 3. 69 1.05
19 can be effective in learning when a goal is specified in a game. 3. 48 1.05
22 can be effective in learning when they are based on realistic goals. 3.45 1.0 9
17 can be effective in learning when they provide cooperative learning environment. 3.40 1 .02
18 can be effective in learning when they provide competitive learning environment. 3. 39 1.06
20 can be effective in learning when students are allowed to choose their own 3.31 1.09
goals in a game.
16 can be effective in learning when used as a main instructional tool in schools. 3.27 1.23
14 can be effective in learning when used as a reward in courses. 3.14 1.16
15 can be effective in learning when used to fill the free times of students in courses. 3.08 1.19
23 can be effective in learning when they are based on fantasy goals. 2.76 1.2 0
21 can be effective in learning when a goal is not specified in a game. 2.3 9 1.20
Table 5: Teachers’ pe rceptions regarding educ ational computer game s
Computer games with educational features Mean SD
24 can be applicable to all grade levels. 3. 56 1.14
26 can be used in accordance with the goals of schools’ curriculum plans. 3. 52 1.10
29 can help students fulfill cognitive learning goals which are defined in the schools’ 3. 41 1.04
curriculum plans.
30 can help students fulfill psychomotor learning goals which are defined in the schools’ 3. 41 1.05
curriculum plans.
31 can help students fulfill affective learning goals which are defined in the schools’ 3. 39 1.10
curriculum plans.
25 can be applicable to all subject matters. 3. 23 1.18
27 can be used without causing any problem with the schools’ curriculum plans in terms of 3. 20 1.13
classroom mana gement.
28 can be used in accordance with the goals of schools’ curriculum plans. 3. 18 1.13
94 EBRU YILMAZ INCE AND MUHAMMET DEMIRBILEK
teacher had, an ANOVA Tukey HSD test was
performed. Significant differences were found
when questions were analyzed that revealed
teachers with less professional experience were
more support educational games. However, for
the item, “Computer games with educational fea-
tures can be used without causing any problem
with the schools’ curriculum plans in terms of
classroom management” 31 and above years
group was attended more the 1-10 groups
(F=4.04, p=0.00).
Gender
When comparing gender differences, t-test
was performed, which revealed male teachers
had more positive views about educational
games when compared to their female counter-
parts. Significant differences were found in ques-
tions about computer games from females more
than male. The other positive meaning and sig-
nificant differences found questions were ana-
lyzed male teachers’ attendance was more than
male.
Use Educational Computer Games in Lesson
When the teachers’ perception about edu-
cational computer games based on usage in a
course was examined, teachers who described
themselves as educational computer games us-
ers were more positive about the utility of edu-
cational computer games in their course than
non-users. In this study, participants reported
usage percentages of educational computer
games in their courses as 30.12% for secondary
school teachers and 11.19% for secondary
school teachers. Teachers who use educational
games in their lesson emphasized the benefits
of incorporating educational games into their
classes. These benefits included; motivation,
long-term retention, fun, visual aesthetics, ef-
fortless and individual learning. Motivation had
a maximum frequency code amongst teacher with
(N=10). Also requirements teachers needed to
use educational games in their classes were
found in the interview transcripts. The require-
ments included Internet access, projector, com-
puter, technical information and the ability to
judge the appropriateness of the game to match
curricular needs. Internet access was the most
frequently mentioned requirement (N=13), with
many of the teachers requiring Internet access
to use cloud based or online game. Teachers
viewed themselves as technically unprepared
for the computer usage skills needed for educa-
tional games. At times, teachers were unable to
resolve some problems that could have been
expressed from4 the computer. The participants
had emphasized the necessity of increasing the
amount of educational computer games that
aligned with the curriculum. The teachers’ per-
ceptions of educational computer games by
teachers that used educational computer games
in lesson can be summarized as the following:
Games were acquired from the Internet for
free. Teachers obtain the games through
their own efforts for use in their course;
Benefits of using educational games were
motivation, permanent learning, fun, vi-
sual aesthetics, effortless and individu-
alized learning opportunities for stu-
dents;
Requirements teachers needed to use ed-
ucational games in their classes were In-
ternet access, projector, computers, tech-
nical information and the ability to judge
the appropriateness of the game to match
curricular needs.
DISCUSSION
In this study, when research questions are
examined in the light of the statistical and de-
scriptive findings of this study, teachers’ per-
ceptions about computer games were negative,
therefore “Playing computer games affect the
social life of the people negatively” and “Play-
ing computer games is a waste of time” items
were prominent. The questionnaire and inter-
views revealed educational computer games
were considered an asset to courses. Studies
emphasized that the prospective computer teach-
ers who participated in research had positive
perceptions regarding the use of computer
games with educational features in education.
Considering gender differences, male teachers
have a more positive perspective on education-
al computer games than female colleagues. This
finding is comparable to recent studies which
highlights most prospective teachers are male
gamers. The teachers’ perception about educa-
tional computer games according to usage of
educational computer games in the class was
examined. Teachers who used educational com-
puter games in their course more positive about
TEACHERS’ PERCEPTIONS TO EDUCATIONAL COMPUTER GAMES 95
the potential of educational computer games
than non-users. Also teacher who used educa-
tional games emphasized benefits of education-
al games were motivation, long-term retention,
fun, visual aesthetics, effortless and individual
learning, while requirements for educational
games were Internet access, projector, comput-
er, technical information and the ability to judge
the appropriateness of the game to match cur-
ricular needs. In this research, motivation was
the code most frequently repeated code in the
category of benefits as a result of interviews;
educational computer games were considered a
positive impetus towards students’ motivation.
CONCLUSION
In conclusion, while teachers address the
negative aspects of computer games, they also
recognize that educational computer games can
be employed in lessons for the benefit of stu-
dent learning. Furthermore, educational comput-
er games can be effective when used as a teach-
ing assistant in lessons. Secondary schools
teachers appear more positive towards using
educational games in their course than high
schools teachers. Teachers who use education-
al games in their lessons are more positive to-
ward the educational digital games than teacher
who do not use gaming in their course. Teach-
ers, who use educational games in their lesson,
emphasized that there are benefits of education-
al games such as motivation, long-term learn-
ing, fun, visuals and individual learning.
RECOMMENDATIONS
The research and information obtained from
this study yields the following recommendations:
Teachers’ preference should be consid-
ered in the design of educational comput-
er games.
Educational computer games should be
designed as a teaching aid in courses.
Teachers should be informed about game-
based learning method.
Teachers should be informed about cur-
rent educational computer games.
Educational computer games should be
designed in accordance with schools’ cur-
riculum plans.
Game library should be established for?
Educators should be trained in education-
al games.
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