Future Plans of Subjects Regarding the Use of Computer Games with Educational Features in Their Courses or in Learning Environments that They will Design

As documented in the Table 4.33. a big proportion of the students (83%) were in the opinion that they will use computer games with educational features in their future profession. Whereas 11% think they will not. There were diverse answers for the question of ‘how’ to use (See Table 4.34). Mostly rated way is using them as an aid to reinforce or practice previously learned subject (24 participant). They for example describe that, “To reinforce what I taught, I can use a game” [57].

Table 4.33. Positive and negative answering proportions to Part II-Question 20

F %

Positive (Yes) 96 82,76

Negative (No) 13 11,2

Secondly mostly favored statement was (21 p) “I can use it as a reward” [58], while only 4 participants stated that it can be used as a main instructional tool. One of the subjects stated, “Regarding the instructional goals, I plan to use it as the main instructional material” [59]. Also the time was another issue that subjects related the use of games. 7 participants

thought that they can use games at the end of the lesson, while 2 participants plan specially reserving time in the lesson. They stated that, “It will have positive effects on students to make them play games during the last 10 minutes of lessons” [60], “I will allocate a time portion and practice with students” [61]. Five participants also mentioned that, it would be better to use computer games not excessively by stating such as, “I can use it but not frequently” [62].

Similarly, many participants also noted the requirement of accordance with the content of the lesson (11 p.) and the goals (8 p.) to use these games. For example, they stated, “Though finding games that is related with the content, I made students to play them” [63], “Considering the goals of the course, and to the extent that the game reflect the content of the course, I can use the educational games” [64]. While considering the curriculum issues, it is required to note that 8 participants plan to use the games if they were the teacher at the elementary or secondary school. They generally stated that, “They can be used in elementary grades” [65]. In the same context, 6 participants planned to use these games to support other courses, such as asserting, “I can use them as a support material for instruction of different courses” [66].

As for the learning goals, 12 participants stressed that using games will provide better learning for students by stating like, “For a more effective instruction, I plan to use computer games in my profession” [67]. To specify, 6 participants plan to use it to develop the thinking strategies of students, 2 to fulfill affective learning goals, and 4 to fulfill goals in general. Three participants described as, “I plan to use them in order to increase the mental activities of students (Problem based games)” [68], “It will be beneficial for students’ cognitive and affective developments”[69], “I believe that I can fulfill the goals of some course by using educational computer games”[70].

Thirdly rated method of using games is to motivate students, increase their attention and interest to the course (17 p.). Participants generally stated, “I plan to use them in the way to motivate students and increase interest of the students” [71]. Moreover, it was reported

that they are used to provide students enjoyment (5 p.), to increase their understanding of abstract concepts more by visualization and concretization (7 p.), allow them to develop fantasy worlds (3 p.), etc. Three of them noted, “They help the instruction to be more enjoyable” [72], “To increase visualization, I can use them” [73], “They can be used to develop students’ fantasy worlds” [74].

Considering the computers, one participant plan to use it to increase interest to the computers, and 10 participants generally stated that “to develop the mouse and keyboard using skills” [75] or “to increase the familiarity with the computers” [76]. Considering the games that participants want to use, 9 of them plan to use simulation games, while 4 participants plan to use small games, which may be prepared by themselves.

For social aspect, both cooperation (5 p.) and competition (4 p.) considerations were mentioned a little. They generally stated “I plan to use computer games with educational features while providing a cooperative and competitive environment with my students” [77].

As for 13 subjects who did not prefer to use computer games, the reasons were diverse as presented in the continuing Table 4.34.

Table 4.34. Future plans of subjects regarding the use of computer games

Statements F %

Use as a teaching aid (to reinforce, to practice) 24 20,69

Use as a reward 21 18,10

Use as a main instructional tool 4 4,45

Use to fill the empty time in the course 3 2,59

Use at the end of the lesson 7 6,03

Use by allocating some time in the lesson 2 1,72

Use seldom 5 4,31

To support other courses 6 5,17

Use in small grades 8 6,90

Use in accordance with the goals of the lesson 8 6,90

Use in accordance with the content of the lesson 11 9,48

Use for more effective learning 12 10,35

To develop thinking skills 6 5,17

To fulfill affective learning goals 2 1,72

To fulfill goals in general 4 4,45

To motivate, increase attention and interest 17 14,66

To provide enjoyment 5 4,31

To increase visualization, concretization 7 6,03

To develop fantasy world 3 2,59

To develop creativeness 1 0,86

To provide feel of accomplishment 2 1,72

To increase interest to computers 1 0,86

To develop computer related skills and knowledge 10 8,62

Use small games 4 3,49

Use simulation games 9 7,76

Increase cooperation 5 4,31

Table 4.34. Future plans of subjects regarding the use of computer games (Contin.)

Statements F %

Will not use computer games because;

No (only) 4 3,45

Computer games restrict the creativity [78] 1 0,86

The aim of the games are not related with education [79] 1 0,86

There is no good quality educational game [80] 1 0,86

I will not be a teacher [81] 1 0,86

Computer games have more disadvantages than advantages [82] 1 0,86 It will decrease the importance and the effect of the computer games

from the perspectives of students [83]

1 0,86

Hard to lead the course according to the goals [84] 1 0,86 The games should only be used for enjoyment [85] 1 0,86

Requires skills to integrate [86] 1 0,86

More productive activities can be conducted instead of computer games [87]

1 0,86

Missing 7 6,03