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).