Author :
Abstract
The aim of the current study is to explore the Attitudes of Photography Department Students toward Game-Oriented Learning, Peer Assessment, and Collaborative Learning and the effects of Game-Oriented Learning, Peer Assessment, and Collaborative Learning on their learning. Participants are (N:23) students of the Faculty of Fine Arts Photography Department. The current research adopted a mixed method (qualitative and quantitative) design with two groups; Experimental and Control. The treatment lasted for 7 weeks. The experimental group received treatment of Game-Based Learning, Collaborative Learning, and Peer Assessment with the help of Kahoot Quizzes, Word Puzzles, Board Games, Peer Evaluation, Research Projects, and Presentation Tasks whereas the control group received routine teaching procedures. Data collection tools are; Research Projects, Research Project Presentation Scores, and Semi-structured Interviews. Quantitative data is analyzed through the Independent Sample T-test, Kolmogorov-Smirnova Test, and Shapiro-Wilk Test, and Qualitative data is analyzed via Content Analysis by creating codes and themes. As the study findings of the current research showed, the experimental group that received the treatment outscored the comparison group. The current research is hoped to contribute to the existing knowledge of Peer Assessment / Feedback, Game-based learning, Gamification, and Collaborative learning, especially in photography education along with the practical applications in the field of photography.
Keywords
Abstract
The aim of the current study is to explore the Attitudes of Photography Department Students toward Game-Oriented Learning, Peer Assessment, and Collaborative Learning and the effects of Game-Oriented Learning, Peer Assessment, and Collaborative Learning on their learning. Participants are (N:23) students of the Faculty of Fine Arts Photography Department. The current research adopted a mixed method (qualitative and quantitative) design with two groups; Experimental and Control. The treatment lasted for 7 weeks. The experimental group received treatment of Game-Based Learning, Collaborative Learning, and Peer Assessment with the help of Kahoot Quizzes, Word Puzzles, Board Games, Peer Evaluation, Research Projects, and Presentation Tasks whereas the control group received routine teaching procedures. Data collection tools are; Research Projects, Research Project Presentation Scores, and Semi-structured Interviews. Quantitative data is analyzed through the Independent Sample T-test, Kolmogorov-Smirnova Test, and Shapiro-Wilk Test, and Qualitative data is analyzed via Content Analysis by creating codes and themes. As the study findings of the current research showed, the experimental group that received the treatment outscored the comparison group. The current research is hoped to contribute to the existing knowledge of Peer Assessment / Feedback, Game-based learning, Gamification, and Collaborative learning, especially in photography education along with the practical applications in the field of photography.
