The Effect of the QR Code Game On Motivation in Suzuki Violin Lessons

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Year-Number: 2020-Volume 12, Issue 4
Yayımlanma Tarihi: 2020-09-17 11:16:30.0
Language : English
Konu : Eğitim Bilimleri
Number of pages: 147-164
Mendeley EndNote Alıntı Yap

Abstract

Bu çalışmanın amacı Suzuki Keman Derslerinde uygulanan Karekod Oyununun öğrenci motivasyonu üzerindeki etkisini incelemektedir. Araştırma nitel araştırma yöntemlerinden durum çalışması deseni ile oluşturulmuştur. Öncelikle Suzuki keman metodu birinci seviye parçaları bilişsel görev analizi metodu ile incelenerek önemli teknik görevler ortaya çıkarılmıştır. Karekod oyunu iki bölümden oluşmuştur. Beyaz kartlar, teknik görevlerin ipucu olarak yüklenerek bu ipuçlarından parçanın tahmin edilmesi için tasarlanmıştır. Sarı eğlenceli kartlar ise parçaların tekrar sayılarını arttırmak ve motivasyonu yükseltmek amacıyla tasarlanmıştır. Bu teknik görevler ve eğlenceli etkinlikler Karekodlara yüklenmiştir. Karekod oyunu 15 hafta süreyle birlikte ders alan Suzuki öğrencilerine uygulanmıştır. Veriler öğrenci tutum formu, öğrenci röportajları, saha gözlemleri ve uzman görüşleri ile toplanmıştır. Veri analizi nitel içerik analizi yöntemi ile yapılmıştır. Analizin sonucunda veriler ‘Kendiliğindenlik’, ‘İsteklilik’ ve ‘Geliştirme için Gönüllülük’ olmak üzere üç başlık altında toplanmıştır. Uygulama sonunda öğrenciler, öğretmen yönlendirmesi olmadan karekod oyununu oynamak istemişler, bu oyunu sevdikleri diğer etkinliklere tercih etmişler ve oyunu geliştirme konusunda gönüllü olmuşlardır. Sonuç olarak Karekod Oyununun öğrenci motivasyonunu yükselttiği gözlemlenmiştir.

Keywords

Abstract

The aim of this study is to investigate the effect of QR code game in Suzuki violin lessons on student motivation. The design of the research is a qualitative case study. Suzuki violin first level pieces were examined with cognitive task analysis method and important technical tasks were revealed. The QR code game consists of two parts: White cards designed to predict pieces from technical tips. Yellow-fun cards are designed to increase the repetition of the tracks and to provide greater motivation. These technical tasks and fun activities were loaded in the QR codes. The QR code game was applied to Suzuki students who took courses together for 15 weeks. The data were collected through student attitude form, student interviews, field observations and expert interviews. Data analysis was done by qualitative content analysis. The results of the analysis were gathered under three titles as spontaneity, willingness and desire for development. At the end of the application, students demanded to play the QR Code game without teacher inducement, preferred the game to other activities they liked, and volunteered to generate ideas for the development of the game. As a result, it was observed that the QR code game increased student motivation.

Keywords

Kaynakça

  • Motivation Motivation is the essential element and driving force of successful learning. Reeve (2005) defines
  • motivation as “processes that give behavior its energy and direction” (p.8). Prensky (2003) stated that
  • (Deckers, 2010). There are many theories in the literature that try to explain the motivation on the basis of
  • different disciplines such as biology, sociology, etc. In this study, the ARCS model created by Keller (1987)
  • and developed by Karoulis and Demetriadis (2005) and containing measurable features were used. The ARCS
  • Mobile Learning and Motivation QR technology was used as a mobile learning tool in this research. Harris (2001) defined mobile learning
  • everywhere at all times. Trifonova (2003) described it as any kind of learning and teaching activity achieved
  • across all ages and population groups (Johnson, Adams Becker, Cummins et al. 2013) make them an ideal tool
  • to motivate and engage learners from all ages (Bradley & Holley, 2011). Preliminary research suggests that
  • course retention (Joosten, 2010) and the use of new technologies can amplify motivation, encourage students
  • to solve problems and satisfy their curiosity (Sharples, Corlett, & Westmancott, 2002). It has become critical to develop effective and easy-to-follow learning guidance models for a context
  • aware mobile learning system. Ciampa (2014) proposed a mobile learning model to help understand the
  • to enhance learners’ motivation. Huizenga, Admiraal, Akkerman et al. (2009) developed a mobile game-based
  • Leong (2011) suggested that interactive applications and activities must be developed for such a prosperous
  • music students. Chen (2015) and Paule-Ruiz, Álvarez-García, Pérez- Pérez et al. (2016) stated that the mobile
  • preschool and primary level. Magalhaes, Monteiro, Carvalho et al. (2018) concluded that Ritornello application
  • life with a wide variety of games from birth. According to Van Vleet and Feeney (2015), play can be regarded
  • learning environments. In a meta-analysis of articles published between 2007 and 2016 on mobile games,
  • Chang and Hwang (2019) found that the most researched type of educational games were role-play games,
  • engaged in an educational role-play (Burenkova, Arkhipova, Semenov et al. 2015). In another study using
  • mobile role-playing, Huizenga, Admiraal, Akkerman et al. (2009) stated that students showed highly-
  • is observed that it is easier for students to understand the crucial concepts of the subjects. In Chang and Hwnag (2019) 's analysis, another important issue is the application of mobile games.
  • management between 2007 and 2016 is negligible. This study is also important in terms of mobile learning and
  • Çataloğlu and Ateşkan (2014) mentioned that QR codes can be used online and offline. Robertson and Green
  • (2012) state that QR codes will be included in the published material and reduce the distance between books
  • Wang et al. 2008; Kukulska-Hulme & Traxler, 2005; Liaw, Hatala, & Huang, 2010). Ramsden (2008) also
  • face education. Besides, studies such as learning history through QR codes (Chen & Choi, 2010), processing of
  • the periodic table where each chemical element is explained with a QR code (Bonifacio, 2012), geocaching with
  • QR codes (Sharma, 2013), and QR code-aided foreign language education (Liu, Tan & Chu, 2010) are only
  • scenarios (De Pietro & Frontera, 2012; Rouillard, 2008) with positive influence both on motivation and
  • learning, for grades down to Kindergarten (Law & So, 2010).
  • instrumental courses, too. Wardrobe (2013) stated that QR codes will enable the preparation of QR-coded
  • students admire. Miracle (2015) suggested that QR code technology can be used for the purposes of listening,
  • watching, checking the answer, visiting a web page, and preparing a class bulletin. Kelleher (2015), on the
  • Giraldes (2018) used the flipped learning model and proved that using QR-coded videos to play instrument
  • class activities. Although Chen, Teng, Lee et al. (2011) stated that QR codes do not improve designated skills
  • such as reading, Palazon and Giraldes (2018) showed that it is possible to manage such an improvement by
  • using musical videos together with QR codes. Finally, Preka and Rangoussi (2019) adapted the ‘treasure
  • (1898-1998) is a Japanese violin teacher and founder of the internationally acclaimed Talent Education, which
  • main contributor to language acquisition (Kendall, 1966) and then he adapted it into instrumental education. Suzuki built his approach on a variety of fundamental principles. Among these principles ‘every child
  • directly related with motivation (Bossuat, 2015). Every child can learn: Just as children are able to acquire the language(s) spoken around them by their
  • kind of effort’ (Suzuki, 2010). Encouragement: Similar to learning a language, a child’s effort to learn how to use an instrument should
  • attitude of generosity and cooperation. According to Kendall (1973) cooperation is the motivation, and not the
  • Approaches to learning through play also support these views. According to Su and Cheng (2015) if parents
  • things without being afraid of failing (Lee & Hammer, 2011), but also enable students to engage in enjoyable
  • Students at all levels play together. Older students help the younger (Kendall, 1973). Group lessons build
  • motivation and community. According to Keller (1987) motivation and attention cannot be considered
  • separately. In Scott's (1992) study, Suzuki students scored significantly higher than the home group and
  • over the world (Brathwaite, 1988). This standardization is due to the emphasis on a high level of teacher
  • training, as specific sequencing throughout the repertoire is a crucial aspect of the method (Perkins, 1995). While the related researches include the philosophy, principles, applications, educational game
  • recent. In one of these studies, Wang, Wang, Chen et al. (2012) developed a real-time feedback system in order
  • listening to the sound recordings (Hersh, 1995). According to Thibeault (2018), Suzuki practitioners often
  • students’ attitudes and motivation levels towards the QR code game. According to Simons (2009) case study
  • 2004). Among case study designs, the holistic single-case study was utilized in this research. According to this
  • or disprove a well-formulated theory (Baxter & Jack, 2008). Applications regarding the use of QR code
  • (Geutterman, 2015; Patton, 1999) in order to form a homogeneous group in the study, voluntary students who
  • to the philosophy of Suzuki (2010) and Preka and Rangoussi (2019) the game should not be designed to be
  • as planning, diagnosing and decision making (Yusof & Yin, 2010). Many different research techniques can be
  • and inter-concept relations are the most commonly used (Schraagen, 2006). First of all, the technical and
  • for various sources increase the reliability of the study (Smith, 2018). According to Stake (1995) and Yin (2009),
  • motivational focus. The observations were based on Kelleher (2015)'s observable motivational behavior chart.
  • triangulation (Finfgeld-Connett, 2010), concept or case based multidimensional analysis (Jansen, 2010; Miles
  • & Hubermann, 1994), and response confirmation (George & Apter; 2004) in literature were suggested for the
  • 2018). In the study, data collecting tools were diversified first, in order to establish its validity and reliability.
  • colleagues and make confirmations in terms of form and context (Patton, 1999). Following the coding process,
  • difficulties. According to Gee (2007), educational games play a vital role in developing skills such as critical
  • with a piece they did not know. Such a hesitation is in the nature of the game. Kiili, Freitas, Arnab et al. (2012)
  • experienced. In the flow theory, Csikszentmihalyi (1990) mentioned the effect of the studied subject on the
  • devotion, and without any expectation of reward (Deci & Ryan, 1985). Lepper and Cordova (1992) showed
  • raised inner motivation. The result is consistent with the other studies (Chen, 2015; Cooper, Hedges &
  • Valentine, 2009; Magalhaes, Monteiro, Carvalho et al., 2018; Paule-Ruiz, Álvarez-García, Pérez- Pérez et al.,
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