Information Package / Course Catalogue
| Course Code | : SBE516 |
| Course Type | : Area Elective |
| Couse Group | : Second Cycle (Master's Degree) |
| Education Language | : Turkish |
| Work Placement | : N/A |
| Theory | : 3 |
| Prt. | : 0 |
| Credit | : 3 |
| Lab | : 0 |
| ECTS | : 5 |
The aim of this course is to examine the potential of computer and digital games in history education through both theoretical and practical perspectives, enabling students to evaluate game-based learning approaches within the context of history teaching. The course analyzes the impact of historically themed digital games on historical accuracy, historical thinking skills, historical empathy, and student motivation. It also aims to develop students’ abilities to critically evaluate digital games for educational purposes and to design game-based instructional activities for history education.
This course examines theoretical approaches, practical applications, and research findings related to the use of computer and digital games in history education. The course covers concepts such as game-based learning, serious games, gamification, and digital history. It evaluates the effects of historically themed digital games on historical accuracy, historical thinking skills, historical empathy, motivation, and learning outcomes. Students critically analyze popular history-based games from an educational perspective, design digital game-based learning activities for history education, and develop applications for the effective integration of digital games into history teaching and learning processes.
| 1. | Explain theoretical approaches related to the use of computer and digital games in history education. |
| 2. | Analyze historically themed digital games in terms of historical accuracy, historical representation, and educational value. |
| 3. | Evaluate game-based learning and gamification practices within the context of history education. |
| 4. | Design digital game-based instructional activities and materials that foster historical thinking skills. |
| 5. | Investigate, interpret, and present the effects of digital games on history learning processes in accordance with academic standards. |
| 1. | McCall, J. (2016). Teaching History with Digital Historical Games: An Introduction to the Field and Best Practices. New York: Routledge. |
| 2. | Whitton, N. (2014). Digital Games and Learning: Research and Theory. New York: Routledge. |
| 3. | Gee, J. P. (2007). What Video Games Have to Teach Us About Learning and Literacy (2nd ed.). New York: Palgrave Macmillan. |
| 4. | Squire, K. (2011). Video Games and Learning: Teaching and Participatory Culture in the Digital Age. New York: Teachers College Press. |
| Type of Assessment | Count | Percent |
|---|---|---|
| Midterm Examination | 1 | %40 |
| Final Examination | 1 | %60 |
| Activities | Count | Preparation | Time | Total Work Load (hours) |
|---|---|---|---|---|
| Lecture - Theory | 14 | 2 | 2 | 56 |
| Project | 1 | 8 | 8 | 16 |
| Reading | 5 | 3 | 3 | 30 |
| Midterm Examination | 1 | 5 | 5 | 10 |
| Final Examination | 1 | 5 | 5 | 10 |
| TOTAL WORKLOAD (hours) | 122 | |||
PÇ-1 | PÇ-2 | PÇ-3 | PÇ-4 | PÇ-5 | PÇ-6 | PÇ-7 | PÇ-8 | PÇ-9 | PÇ-10 | |
OÇ-1 | 4 | 4 | ||||||||
OÇ-2 | 4 | 4 | ||||||||
OÇ-3 | 4 | 4 | ||||||||
OÇ-4 | 4 | 4 | ||||||||
OÇ-5 | 4 | 4 | ||||||||