| Course Unit Code | Course Unit Title | Type of Course Unit | Year of Study | Semester | Number of ECTS Credits | | 162000104109 | EDUCATIONAL GAMES | Elective | 2 | 4 | 3 |
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| Level of Course Unit |
| Short Cycle |
| Objectives of the Course |
| The aim of this course is; It is aimed to contribute to the child development of game teaching and games with basic mobility skills. |
| Name of Lecturer(s) |
| Öğr. Gör. Engin DAYAN |
| Learning Outcomes |
| 1 | Relation between health, disease and community structure | | 2 | Be able to see the effect of neoliberal policies in the presentation of health services |
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| Mode of Delivery |
| Evening Education |
| Prerequisites and co-requisities |
| None |
| Recommended Optional Programme Components |
| None |
| Course Contents |
| What is Game? What are the features of the game? What is an educational game? What is game-based learning? Short history and game based learning theories. Examples of game based learning in the world and Turkey? What is serious game? Comparison of games and simulations. Integrating games in virtual learning environments. Learning experiences in environments such as Second Life and Virtual Worlds. What are game design principles? Educational game design models (EFM, FIDGE, Experiential, Game Object, Digital Game Based Learning-Teaching Model). Design evaluation criteria on sample games |
| Weekly Detailed Course Contents |
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| 1 | What is Game? | | | | 2 | What are the features of the game? | | | | 3 | What is an educational game? | | | | 4 | What is game-based learning? | | | | 5 | Short history and game based learning theories. | | | | 6 | Examples of game based learning in the world and Turkey? | | | | 7 | What is serious game? | | | | 8 | Comparison of games and simulations. | | | | 9 | Integrating games in virtual learning environments. Learning experiences in environments such as Second Life and Virtual Worlds. | | | | 10 | What are game design principles? | | | | 11 | Educational game design models (EFM, FIDGE, Experiential, Game Object, Digital Game Based Learning-Teaching Model). | | | | 12 | Design evaluation criteria on sample games | | | | 13 | Design evaluation criteria on sample games | | | | 14 | Design evaluation criteria on sample games | | |
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| Recommended or Required Reading |
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| Planned Learning Activities and Teaching Methods |
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| Assessment Methods and Criteria | |
| Midterm Examination | 1 | 100 | | SUM | 100 | |
| Final Examination | 1 | 100 | | SUM | 100 | | Term (or Year) Learning Activities | 40 | | End Of Term (or Year) Learning Activities | 60 | | SUM | 100 |
| | Language of Instruction | | Turkish | | Work Placement(s) | | None |
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| Workload Calculation |
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| Midterm Examination | 1 | 1 | 1 |
| Final Examination | 1 | 2 | 2 |
| Makeup Examination | 1 | 2 | 2 |
| Individual Study for Mid term Examination | 14 | 3 | 42 |
| Individual Study for Final Examination | 14 | 3 | 42 |
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| Contribution of Learning Outcomes to Programme Outcomes |
| LO1 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | | LO2 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 |
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| * Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
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Iğdır University, Iğdır / TURKEY • Tel (pbx): +90 476
226 13 14 • e-mail: info@igdir.edu.tr
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