Perceptions of Participants in terms of Capabilities of Computer games with Educational Features in Students’ Learning

In terms of learning, participants generally expressed more positive opinions than negative ones (See Table 4.39). Fourteen participants out of 16 agreed that computer games with educational features contribute students’ learning. Moreover, three participants stated that even they learn more useful things than the traditional system. To illustrate they declared, “Learning occur in a shorter time. Because it is voluntary and it is through multimedia. Since it addresses the eyes, ears and the interest of the student learning is faster and more permanent” [I24], “Student’ contribution to her/himself widens the curriculum. I mean, more constructive things are developed rather than only lecturing in classroom environment, which is passed down” [I25].

Also, participants referred to learning by doing (5p.) and learning while enjoying (9p.) issues by, for example, saying “Children learn better while they are doing something, living something. In the game, they become an individual and since they actively participate, these games make students learn better” [I26], “Even us want to learn while enjoying. With this aim, using the educational games is better” [I27]. While many participants (6p.) agreed that the use of computer game increases the psychomotor abilities of students, only 3 participants referred to cognitive learning goals and only 1 participant referred to affective learning goals. Two participants stated, “Students not only learn it cognitively, but also they live and see it. So, I think, it becomes easier for them to visualize and predict” [I28], “I surely believe that they [computer games] have contributions to the psychomotor and affective goals”[I29]. A participant also differentiate the attainment of learning goals according to age of students,

In elementary school, children have to improve some hand abilities. Keyboard and mouse provide such opportunities easily for these. These games can be used for such kind of improvements at the psychomotor level of the children. For more older students strategy games and games that require thinking should be selected. Because, at that age, developments like cognitive ones begin [I30].

Majority of the participants mentioned about the increased motivation and attention with the use of computer games. According to them, this is a factor for students learn better. One of the participants stated, “I think, the use of these games increases the motivation and willingness. Long-term and intense attention can be attained” [I31]. Another positive effect that is pointed out is the help of these games with stimulating students to think more and make discoveries. A statement explains it as:

I especially give very much importance to mental activities. Because during that period, mental developments of children are formed. At the same time, children can be lead to think and discover. This method [Using games in education] can be used without any restrictive models like memorization, and it is the one that can change the children’s perspectives and make them to think from many different point of views [I32].

Three participants also touched on the positive effects of using these games on visualization and imagination of the students. For example: “If useful games which includes types that improve intelligence and games that build up the imagination are provided, I think it is useful”[I33], “Students can learn things, that they can not imagine or visualize in their minds, by the help of computer games”[I34].

Besides all of these positive statements about students’ learning, computer games with educational features also perceived as having negative effects on learning from the two perspectives: Prevention of learning other courses when played too much (1p.) and restriction of creativity (1p.). These two participants supported their negative perspectives in this way: “In terms of learning, maybe playing games continuously prevent learning other courses” [I35]. Other participant stated,

For the time being, I do not think to use none of the games that are in the market, or in the software. The reason is that, I think games restrict creativity. If I lectured during a definite time period, for the remaining time, I advocate the students’ use this time creating the games by themselves by using cooperative, psychomotor and cognitive features of them. Even, through the computer, students should prepare it, too. I mean, in an A environment, by

providing a ready-made games and by stating, “the directions are these, the results are those” and in which all of the students in a competition, I think it is very wrong in terms of

development [I36].

Table 4.39. The perceptions of participants in terms of capabilities of computer games with

educational features in students’ learning

Statements F

Computer games with educational features;

Positive

Contribute students’ learning 14

Make students learn more useful things than the traditional system. 3

Make students actively learn by doing 5

Allow students to enjoy when learning 9

Help students fulfill cognitive learning goals 3

Help students fulfill affective learning goals. 1

Help students fulfill psychomotor learning goals. 6

Increase motivation and attention in the course 12

Increase the mental activities of students 3

Lead students to investigate and discover 4

Enrich the fantasy world / imagination of students 1

Increase visualization 2

Negative

Prevent learning other courses when played too much 1

Restrict the creativity 1

4.5.4. Perceptions of Participants in terms of the Way Computer Games with Educational