The Relationship Between Teachers' Attitudes Towards Gamification and Their Classroom Management Styles
Öğretmenlerin Oyunlaştırma Tutumlarının Sınıf Yönetim Stilleri ile İlişkisinin İncelenmesi
The Relationship Between Teachers' Attitudes Towards Gamification and Their Classroom Management Styles
Öğretmenlerin Oyunlaştırma Tutumlarının Sınıf Yönetim Stilleri ile İlişkisinin İncelenmesi
The purpose of this study is to examine the relationship between teachers' attitudes toward gamification and their classroom management styles. In this study, which employed the general survey model of quantitative research methods, data obtained from 260 teachers working during the 2023–2024 academic year were analyzed. The Gamification Attitude Scale and the Classroom Management Styles Scale were used as data collection tools. According to the research findings, teachers' attitudes toward gamification were generally found to be high, with particularly positive attitudes in the usage, acquisition, and design sub-dimensions. Significant differences were observed according to gender, marital status, age, education level, and years of experience. Male, married, experienced, and teachers with higher education levels were found to have higher gamification attitudes. In terms of classroom management styles, only free and uninterested styles were found to be significantly related to gamification. According to the correlation analysis, a moderate positive relationship was found between gamification attitudes and the uninterested classroom management style, while a low negative relationship was found between gamification attitudes and the authoritarian classroom management style. Based on the findings, it was concluded that there is a need for professional development programs aimed at improving teachers' gamification skills.
Bu araştırmanın amacı, öğretmenlerin oyunlaştırmaya yönelik tutumları ile sınıf yönetimi stilleri arasındaki ilişkiyi incelemektir. Nicel araştırma yöntemlerinden genel tarama modelinin kullanıldığı bu çalışmada, 2023–2024 eğitim-öğretim yılında görev yapmakta olan 260 öğretmenden elde edilen veriler analiz edilmiştir. Veri toplama aracı olarak Oyunlaştırma Tutum Ölçeği ile Sınıf Yönetimi Stilleri Ölçeği kullanılmıştır. Araştırma bulgularına göre, öğretmenlerin oyunlaştırmaya yönelik tutumlarının genel olarak yüksek düzeyde olduğu; özellikle kullanım, edinim ve tasarım alt boyutlarında olumlu tutumlar sergiledikleri belirlenmiştir. Cinsiyet, medeni durum, yaş, öğretim düzeyi ve kıdem yılı değişkenlerine göre anlamlı farklılıklar gözlenmiştir. Erkek, evli, deneyimli ve yüksek öğretim düzeyine sahip öğretmenlerin oyunlaştırma tutumlarının daha yüksek olduğu bulunmuştur. Sınıf yönetimi stilleri açısından ise yalnızca serbest ve ilgisiz stiller ile oyunlaştırma arasında anlamlı ilişkiler tespit edilmiştir. Korelasyon analizine göre oyunlaştırma tutumları ile ilgisiz sınıf yönetimi stili arasında orta düzeyde pozitif, yetkeci sınıf yönetimi stili ile ise düşük düzeyde negatif ilişki olduğu ortaya konmuştur. Elde edilen bulgular doğrultusunda, öğretmenlerin oyunlaştırma becerilerinin geliştirilmesine yönelik mesleki gelişim programlarına ihtiyaç duyulduğu sonucuna ulaşılmıştır.
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Article Information
- Article Type Articles
- Submitted June 30, 2025
- Published June 30, 2025
- Issue Vol. 4 No. 2 (2025): JMEDUSCI
- Section Articles
