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Interview data are analyzed via content analysis, while other data use descriptive analysis. Results show active participation and increased interest, improved classroom management, stronger collaboration, creativity development, and better connections between school and non-school life, supporting gamification-based writing education.",{"@graph":14,"@context":73},[15,34,56],{"@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/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/use-of-digital-games-in-writing-education-an-action-research-on-gamification/599942/",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/use-of-digital-games-in-writing-education-an-action-research-on-gamification/599942.png","ImageObject",300,407,{"name":42,"@type":43},"nayy☆","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main aim of the study?","Question",{"text":63,"@type":64},"To determine the contribution of gamification to middle school students’ writing skills.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the research designed and who participated?",{"text":68,"@type":64},"The study used an action research design with seventh grade students as the research group.",{"name":70,"@type":61,"acceptedAnswer":71},"Which data collection tools were used and how were they analyzed?",{"text":72,"@type":64},"Student diary, semi-structured interviews, semi-structured observations, and students’ digital content were used; 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For this study, a lesson plan has been developed to relate Writing and Authorship Skills lesson to the gamification for middle school students. From this lesson plan, it was tried to determine the effectiveness of the teaching process. Therefore, the study was designed as action research. The research group is composed of seventh grade students. Criteria sampling technique was used to determine the participants. As a data collection tool, student diary, semi-structured interview form, semi-structured observation form, digital content of the students were used. Data obtained from the semi-structured interview form were analyzed by content analysis; other data were analyzed by descriptive analysis. Writing skills and gamification were related in the study. Turkish Language Teaching Program (2018) has been taken into consideration in the action plan which relates to gamification and writing skill. As a result of the study, it was seen that all participants were actively involved in the implementation process. In addition, it was concluded that gamification increased the interest of students towards the course, combined school and non-school life, facilitated classroom management, supported collaborative work, and developed creativity. As a result of this study, it is suggested that digital games can be used as a text type in Turkish language lessons with the method of gamification in order to positively affect motivation of the middle school students toward writing education.  \nKeywords: Digital game; Writing skills; Gamification; Middle school students; Turkish  \nlanguage education  \nIntroduction  \nTechnology, as in many areas of the society, is felt in children's lives. One of the most noticeable effects of technology in children's life is the games. Until recently, games based on physical activity in more open spaces; has been replaced by the possibilities of the digital world (Hazar, Tekkursun Demir & Dalkiran, 2017) . These digital games became a worldwide market of about $100 billion in 2016. Until 2019, this sector is expected to reach a size of 120 billion dollars. This sector, which has a large budget in economic terms, will reach a level of 128.5 billion dollars by 2020 (Newzoo, 2017) . In Turkey, it was determined that 30.8 million people in 2017 have played digital games. These people spent $773.9 million for games in 2017 (Newzoo, 2017) .  \nIt is inevitable that digital games that appeal to such a wide audience are reflected in education. Therefore, different studies have been conducted to use digital games in education. These studies reported that digital games develop cognitive skills (Homer, Raffaele, Ober, Plass & Ali,  \n2018), which itself facilitates vocabulary teaching (Chen, Tseng, & Hsiao, 2018), and has an important function as a pre-organizer (Denham, 2018) . Digital games also develop skills in solving problems (Rugoero & Green, 2017) and collaborative learning (Sung & Hwang, 2018) . In addition, it is seen that digital games are generally used in the field of gamification and gamebased learning (Cózar-Gutiérrez & Sáez-López, 2016; Karagiorgas & Niemann, 2017; Khan, Ahmad, & Malik, 2017; Nolan & McBride, 2013; Pesare et al., 2016) . Although these two types are different from each other, they are constantly mixed up (Prensky, 2007) .  \nGame-based learning is the acquisition of knowledge and skills for the teaching process through games (Qian & Clark, 2016 as cited in Bogott, 2017) . Therefore, the tool through which the teaching process is carried out is as important as the teaching method (Piller, 2016) . Gamification is associating the teaching process with game it","cbCaihxVQSAcSZd0","https://ap.wps.com/l/cbCaihxVQSAcSZd0","pdf",1207883,26,"English","# Abstract\n# Introduction\n## Technology and digital games in children’s lives\n## Prior research on digital games and learning\n## Gamification vs. game-based learning\n## Literature gap and study rationale","[{\"question\":\"What is the main aim of the study?\",\"answer\":\"To determine the contribution of gamification to middle school students’ writing skills.\"},{\"question\":\"How was the research designed and who participated?\",\"answer\":\"The study used an action research design with seventh grade students as the research group.\"},{\"question\":\"Which data collection tools were used and how were they analyzed?\",\"answer\":\"Student diary, semi-structured interviews, semi-structured observations, and students’ digital content were used; interview responses were analyzed through content analysis, and other data through descriptive analysis.\"}]","Use of Digital Games in Writing Education - An Action Research on Gamification | PDF",1792089731,66]