Abstract
This study investigated the developmental process of a dynamic geo-game, Gezgin, which was developed by the researcher based on the Four-Component Instructional Design (4C/ID) Model, and its benefits in the acquisitions, values and skills of the Global Connections learning area of the social studies curriculum applied in Turkey. It also determined Gezgin’s reflecting acquisitions, values, and skills, as well associal studies education experts’ opinions about Gezgin. A case study approach was adopted and five experts participated. The data collection lasted for approximately fourteen months due to the development process of Gezgin. Most of this process coincided with the COVID-19 pandemic period. The data were descriptively analysed and the experts’ evaluations were subjected to content analysis. Findings indicated that Gezgin mostly reflected the acquisitions, values, and skills of Global Connections learning area and could support the curriculum as a studying environment, create various experiences, materialise theoretical knowledge, and that it co uld be tested on students. It was also understood that values, primarily, and skills and acquisitions, subsequently, were mostly supported. Although the results of the study revealed similarities with the results of other studies in scientific literature, it differed from them as a large platform where the acquisitions, values, and skills of a learning field were reflected. The results indicated that geo-games should be used to support other learning areas, develop high-level skills, and create a level of awareness in accordance with spatial citizenship skills.
Highlights
The rules and organizations of games and playing games as a habit of humankind are based on geographic data
In this study, a dynamic geo-game called Gezgin was developed with the 4C/ID instructional design model to support the acquisitions and skills of the global connections learning area in social studies teaching applied in Turkey and to bring the predicted values to the fore
In accordance with the findings obtained from the first research question, it was determined that the acquisitions, values, and skills of the Global Connections learning area could mostly be reflected on Gezgin
Summary
The rules and organizations of games and playing games as a habit of humankind are based on geographic data. Since the 2000s, the widespread access to technology has accelerated the emergence of new digital games based on geography (Ahlqvist & Schlieder, 2018). These games, focusing on actin g in a real-world environment and allowing the reflection of skills an d ef f orts in activities, provide the opportunity of organizing and exploring the content and of entertaining the players (Kiefer, Matyas & Schlieder, 2006). The preferences of players have been in favour of games th at are based on locations in real-world geography rather than games in which objects are moved with simple movements. One of the digital games designed within this framework is the geo-game (Schlieder, Kiefer & Matyas, 2006)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
