Literature Review
When we look at the history of computer games, it is seen that the first computer games were used in the late 1970s and early 1980s. (Aguilera ve Mendez, 2003), in today’s world, computer games are among the most important entertainments of people, especially school-age children. Games are the most used interactive media by children. The most common activity of children in primary and in secondary school is playing computer games. (Kirriemuir& Mc Farlane, 2004). As to why people play computer games, Malone (1981) states that games increase people’s sense of fantasy, challenge and curiosity. Games are not just the leisure time activitity of the students, games are also an interactive endeavor where many skills are acquired. For example (Kirriemuir& Mc Farlane, 2004 ) argue that games enhance students’ strategic thinking, planning, communication, negotiation skills and decision-making skills. The continuation of technological advances, the widespread popularity of entertaining computer games and the studies conducted on this issue highlight the potential of game-based learning (Egenfeldt-Nielsen, 2005; Federation of AmericanScientists, 2006; Mitchell&Savill-Smith, 2004). The development of the Internet, web-supported applications and mobile devices have led to more consideration of game-based learning in educational research (Hong et al, 2009). While some studies show that game-based learning is effective (Papastergiou, 2009; Liu & Chen, 2013), some studies indicate that game-based learning is not effective (Costabile et al, 2003; Eow, Ali, Mahmud ve Baki, 2009). Modern educational theories indicate that learning is much more effective when the student is active, experiential, situational and problem-based (Boyle, Connolly & Hainey, 2011). Games also provide students situations which are mentioned above (Connaly, Boyle, MacArthur, Hainey and Boyle, 2012). In this research we will use the definition made by Tang, Hanneghan, and El Rhalibi (2009) as a definition of game-based instruction. ‘’An innovative learning approach derived from the use of different types of software applications that use learning and educational games such as computer games or learning support, teacher development, and student assessment”. In game-based learning, many games are designed for educational purposes. For example, Global Conflicts: Palestine is a 3D role-playing game (RPG) that deals with the Israeli-Palestinian conflict (Egenfeldt-Nielsen & Buch, 2006, pp. 93-97).