Research article | Open Access
International Journal of Excellent Leadership 2025, Vol. 5(1) 38-47
pp. 38 - 47
Publish Date: June 30, 2025 | Single/Total View: 0/0 | Single/Total Download: 0/0
Abstract
The aim of this study is to examine the effects of digital game-based learning applications on middle school students’ attitudes toward the social studies course and their problem-solving skills. A quasi-experimental design, one of the quantitative research methods, was employed in the study. The research population consisted of 7th-grade students in Uşak, Turkey. The sample was selected through criterion sampling, and a school with a computer laboratory was chosen. The study included 36 students in the experimental group and 36 students in the control group. The Problem-Solving Skills Scale and the Social Studies Attitude Scale were used as data collection tools. The findings revealed that digital game-based learning had a positive and significant effect on students’ problem-solving skills and their attitudes toward the social studies course.
Keywords: Social studies, digital game-based learning, problem-solving, attitude, minecraft education
APA 7th edition
Bayik, N.A., & Uygun, K. (2025). The Effect of Digital Game-Based Learning Applications on Students’ Problem-Solving Skills and Attitudes Toward Social Studies: The Case of Minecraft Education. International Journal of Excellent Leadership, 5(1), 38-47.
Harvard
Bayik, N. and Uygun, K. (2025). The Effect of Digital Game-Based Learning Applications on Students’ Problem-Solving Skills and Attitudes Toward Social Studies: The Case of Minecraft Education. International Journal of Excellent Leadership, 5(1), pp. 38-47.
Chicago 16th edition
Bayik, Nimet Akgun and Kamil Uygun (2025). "The Effect of Digital Game-Based Learning Applications on Students’ Problem-Solving Skills and Attitudes Toward Social Studies: The Case of Minecraft Education". International Journal of Excellent Leadership 5 (1):38-47.
Aksoy, N. C. (2014). Effects of digital game‑based mathematics teaching on 6th grade students’ achievement, motivation, attitude and self‑efficacy (Yayımlanmamış doktora tezi). Gazi Üniversitesi, Ankara.
Aktaş Kumral, H., & Çam, E. (2023). The effect of coding education with Minecraft EDU on students’ problem solving skills and their attitudes towards coding. International Journal of Turkish Educational Sciences, 2023(20), 1–40. https://doi.org/10.46778/goputeb.1242871
Altunay, D. (2004). Oyunla desteklenmiş matematik öğretiminin öğrenci erişisine ve kalıcılığa etkisi (Yayımlanmamış Yüksek Lisans Tezi). Gazi Üniversitesi, Ankara.
Baytak, A., & Land, S. M. (2011). An investigation of the artifacts and process of constructing computer games about environmental science in a fifth-grade classroom. Educational Technology Research and Development, 59(6), 765–782. https://doi.org/10.1007/s11423-010-9184-z
Bayırtepe, E., & Tüzün, H. (2007). Oyun‑tabanlı öğrenme ortamlarının öğrencilerin bilgisayar dersindeki başarıları ve öz‑yeterlik algıları üzerine etkileri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33(1), 41–54. https://dergipark.org.tr/tr/pub/hunefd/issue/7805/102339
Byun, J., & Joung, Y. J. (2018). Pedagogical design of game-based learning environments: A literature review. Journal of Theoretical and Applied Information Technology, 96(14), 4412–4423.,
Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. Rand McNally.
Demir, K., & Akpınar, E. (2018). The effect of mobile learning applications on students’ academic achievement and attitudes toward mobile learning. Malaysian Online Journal of Educational Technology, 6(2), 48–59. https://doi.org/10.17220/mojet.2018.02.004
Gander, M. J., & Gardiner, H. W. (2001). Child and adolescent development (B. Onur, Trans.) [In Turkish]. Ankara: Imge Publishing.
Gee, J. P. (2003). What Video Games Have to Teach Us About Learning and Literacy. Palgrave Macmillan.
Gömleksiz, N. (2013). Evaluation of students’ opinions regarding the constructivist learning-teaching process in the Social Studies course based on various variables. Adıyaman University Journal of Social Sciences Institute, 6(14), 281–313. https://doi.org/10.14520/adyusbd.675
Granic, I., Lobel, A., & Engels, R. C. M. E. (2014). The benefits of playing video games. American Psychologist, 69(1), 66–78. https://doi.org/10.1037/a0034857
Huizinga, J. (1938). Homo Ludens: A study of the play-element in culture. Routledge & Kegan Paul.
Kaçar, E. (2023). The effect of digital game use in primary school social studies course on student achievement and attitudes [In Turkish]. Gazi University Journal of Faculty of Education, 43(2), 431–455.
Kardefelt-Winther, D. (2017). How does the time children spend using digital technology impact their mental well‑being, social relationships and physical activity? UNICEF Innocenti Discussion Paper 2017-02.
Kebritchi, M., Hirumi, A., & Bai, H. (2010). The effects of modern mathematics computer games on mathematics achievement and class motivation. Computers & Education, 55(2), 427–443. https://doi.org/10.1016/j.compedu.2010.02.007
Koç, Ö. A., & Karslı Baydere, F. (2025). The effect of scenario-supported game-based learning approach on 6th grade students’ conceptual understanding and their views toward the course: Systems of our body. Mersin University Journal of Faculty of Education, 21(1), 49–68. https://doi.org/10.17860/mersinefd.1469691
Korkmaz, Ö., & Öztürk, Ç. (2020). The Effect of Gamification Activities on Students’ Academic Achievements in Social Studies Course, Attitudes towards the Course and Cooperative Learning Skills. Participatory Educational Research, 7(1), 1-15. https://doi.org/10.17275/per.20.1.7.1
Microsoft. (2020). Minecraft Education Edition features & resources. Minecraft Education website.
Nebel, S., Schneider, S., & Rey, G. D. (2016). Mining learning and crafting scientific experiments: A literature review on the use of Minecraft in education and research. Educational Technology & Society, 19(2), 355–366.
Özer, A., Gürkan, A. C., & Ramazanoğlu, O. (2006). Effects of play on child development. Journal of Eastern Anatolia Region Studies, 4(3), 54–57.
Öztürk, C., Deveci, H., Yiğit, E. Ö., Karaduman, H., Demir, M. Ş., … et al. (2021). Social Studies curricula of different countries (4th ed.). Pegem Akademi. https://doi.org/10.14527/9786053641896
Papastergiou, M. (2009). Digital game-based learning in high school computer science education: Impact on educational effectiveness and student motivation. Computers & Education, 52(1), 1–12. https://doi.org/10.1016/j.compedu.2008.06.004
Piaget, J. (1962). The development of play. In Play, dreams and imitation in childhood. Norton.
Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of Game‑Based Learning. Educational Psychologist, 50(4), 258–283. https://doi.org/10.1080/00461520.2015.1122533
Prensky, M. (2001). Digital Game‑Based Learning. McGraw‑Hill.
Price, P. C., Jhangiani, R. S., & Chiang, I.-C. A. (2015). Research Methods in Psychology (2nd Canadian ed.).BCcampus.
Sarı, E., & Karakuş, U. (2024). Examining the effect of Minecraft game on 5th grade students’ attitudes and motivation towards social studies lesson. International Journal of New Approaches in Social Studies, 8(2), 247–267. https://doi.org/10.38015/sbyy.1588302
Squire, K. (2011). Video games and learning: Teaching and participatory culture in the digital age. Teachers College Press.
Talan, T., & Kalınkara, V. (2020). The effects of digital games on student achievement: A meta-analysis study. Ahi Evran University Journal of Kırşehir Faculty of Education (KEFAD), 21(3), 1334–1356. https://doi.org/10.29299/kefad.2020.21.03.006
Toraman, Ç., Çelik, Ö. C., & Çakmak, M. (2018). Oyun-tabanlı öğrenme ortamlarının akademik başarıya etkisi: Bir meta-analiz çalışması [The effect of game-based learning environments on academic achievement: A meta-analysis study] [In Turkish]. Kastamonu Education Journal, 26(6), 1803–1811. https://doi.org/10.24106/kefdergi.2074
Uluay, G. (2017). The effects of digital game design applications in science teaching on middle school students’ academic achievement, problem-solving skills, and motivation (Doctoral dissertation). Gazi University.
Van Leeuwen, A., & Rummel, N. (2014). Feedback in game-based learning: Let’s play ball. Computers & Education, 72, 38–51. https://doi.org/10.1016/j.compedu.2014.01.004
Vlachopoulos, D., & Makri, A. (2017). The effect of games and simulations on higher education: A systematic literature review. International Journal of Educational Technology in Higher Education, 14(22), 1–33. https://doi.org/10.1186/s41239-017-0062-1
Wouters, P., van Nimwegen, C., van Oostendorp, H., & van der Spek, E. D. (2013). A meta-analysis of the cognitive and motivational effects of serious games. Journal of Educational Psychology, 105(2), 249–265. https://doi.org/10.1037/a0031311