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Fifty-two candidates were briefed on educational game characteristics and tasked with designing a mathematical game using Özkan’s Game Design Key Model. Data were collected through structured interviews and daily plans and analyzed via descriptive and content analysis.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/evaluation-of-educational-games-prepared-by-mathematics-teacher-candidates-according-to-game-design-key-model/603077/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/evaluation-of-educational-games-prepared-by-mathematics-teacher-candidates-according-to-game-design-key-model/603077.png","ImageObject",300,407,{"name":42,"@type":43},"MrHarris58","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":26},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What is the main aim of the study?","Question",{"text":62,"@type":63},"To determine mathematics teacher candidates’ opinions about their process of developing educational games using the Game Design Key Model.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How many teacher candidates participated, and what study design was used?",{"text":67,"@type":63},"Fifty-two teacher candidates participated in a case study.",{"name":69,"@type":60,"acceptedAnswer":70},"How were the data collected and analyzed?",{"text":71,"@type":63},"Data were gathered using the Game Design Key Model materials, structured interview forms, and daily plans, then analyzed with descriptive and content analysis techniques.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},603077,1792095675,{"code":4,"msg":81,"data":82},"success",[83,87,91,94,99,104,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":92,"slug":93},70,"exam",{"id":95,"doc_module":4,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},5,"Comic",60,"comic",{"id":100,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},6,"Technology",50,"technology",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},7,"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":95,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":26,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":112,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":79,"read_time":143},687212988360,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Evaluation of Educational Games Prepared by Mathematics Teacher Candidates According to Game Design Key Model  \nGülçin OFLAZ1  \nSivas Cumhuriyet University  \nAbstract  \nIf chosen carefully according to teaching purposes and incorporated into the curriculum, games can enhance teaching and learning. The use of didactic games while teaching maths can support students'motivation and performance during the lesson. Therefore, educational games should be preferred in maths classes as an alternative teaching method. In this study, math teacher candidates' processes of developing educational games were observed, and the aim was to determine their opinions about the process. 52 teacher candidates form the participants of this research, which was conducted as a case study. Teacher candidates were informed about the properties of educational games, and they were asked to develop a mathematical game according to the Game Design Key Model developed by Özkan (2018) . The research data was obtained using Game Design Key Model, structured interview forms, and daily plans. The obtained data was analyzed with descriptive and content analysis techniques. The games developed for the study were categorized according to their grade level, design purpose, learning area, game type, the way the game was developed, goal, the obstacle of the game, basic mechanics, feedback, and the number of players. Teacher candidates' views on the process were categorized as factors that make the process difficult and easier, and things that are enjoyed and disliked during the process.  \nKeywords: Educational games, Game Design Key Model, mathematics teacher candidates  \nDOI: 10.29329/epasr.2023.525.7  \nSubmitted:04 December 2022 Accepted: 18 February 2023 Published: 08 March 2023  \n1 Asst. Prof. Dr, Faculty of Education, Sivas Cumhuriyet University, Sivas, Turkey, ORCID: 0000-0002-5577-712X [Correspondence](Correspondence:erengulcin3@hotmail.com)[:erengulcin3@hotmail.com](Correspondence:erengulcin3@hotmail.com)  \nIntroduction  \nWhen mathematics is taught as memorized rules and manipulation of symbols with no meaning, it causes the child to fail in mathematics (Battista, 1986) . This causes the child to learn mathematics, which is an intellectual subject, as a collection of symbols, signs, and formulas, and develop a fear and hatred towards the subject (Orim & Ekwueme, 2011) . When mathematics is taught through memorization and algorithms mechanically within the \"explain-apply-memorize\" cycle, rather than understanding and reasoning, it also leads to the development of mathematics anxiety in students (Newstead, 1998) . Teaching with traditional methods meets neither the expectations nor needs of the contemporary education system. Therefore, there are studies conducted concerning there-structuring of learning environments. In this context, it is emphasized that education should be fun. Because when playing, the child is present both physically and mentally (Dienes, 1960) . In the educational environment, children should be encouraged to learn by having fun, and such activities should be presented. Educational games serving this purpose make learning more interesting and attract the attention of the educators (Jong, Shang, Lee & Lee, 2008) .  \nGames are closely related to people's desire for entertainment. As an innate personality trait, this element of entertainment may suggest that people have an instinct to \"play.\" As a primordial human activity from childhood to adulthood, play is an integral aspect of life and culture (Campos & Moreira, 2016) . Recently, it has been stated that entertainment and enjoyment are important in the learning process and should be included in the learning environment(Russo, Russo, & Bragg, 2018) . Because learners are more comfortable, motivated, and willing to learn once the learning environment is rendered in an entertaining manner. Therefore, it is stated that we should consciously plan for \"fun\"in the classroom. In this way, the opportu","cbCair6ehcftycBD","https://ap.wps.com/l/cbCair6ehcftycBD","pdf",745996,"English","# Abstract\n# Introduction\n## Rationale for educational games in mathematics\n## The role of entertainment and play in learning\n## Benefits of game-based mathematics teaching","[{\"question\":\"What is the main aim of the study?\",\"answer\":\"To determine mathematics teacher candidates’ opinions about their process of developing educational games using the Game Design Key Model.\"},{\"question\":\"How many teacher candidates participated, and what study design was used?\",\"answer\":\"Fifty-two teacher candidates participated in a case study.\"},{\"question\":\"How were the data collected and analyzed?\",\"answer\":\"Data were gathered using the Game Design Key Model materials, structured interview forms, and daily plans, then analyzed with descriptive and content analysis techniques.\"}]","Evaluation of Educational Games Prepared by Mathematics Teacher Candidates According to Game Design Key Model | PDF",76]