How do digital games utilization levels predict a teacher’s digital material development self-efficacy?

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dc.authorscopusid57103089800
dc.authorscopusid57255302900
dc.contributor.authorAkkaya S.
dc.contributor.authorKapıdere M.
dc.date.accessioned2024-08-04T20:02:18Z
dc.date.available2024-08-04T20:02:18Z
dc.date.issued2021
dc.departmentİnönü Üniversitesien_US
dc.description.abstractThis study is a correlation research that aims to reveal whether digital material game usage sub-dimensions, gender, school level, in-service training for education in the digital environment, digital game playing status, devices and remote education variables, are significant predictors of digital material development self-efficacy level sub-dimensions. The study group consisted of 330 teachers. The study group consists of voluntary teachers from all education levels who provide remote education during the pandemic in Malatya city in the 2020–2021 academic year. This study found that there is a negative relationship between teachers’ seniority and Web 2.0 development self-efficacy; a positive significant relationship between attitudes to use digital games in the class and Web 2.0 development skills; higher design self-efficacy perception in teachers with in-service training compared to those who did not have in-service training; higher design self-efficacy for teachers with high attitude towards using digital games in class; and negative attitudes towards digital games increased as the negative perspective towards digital material development self-efficacy increased. Experimental and qualitative studies regarding digital game-based digital teaching material efficiency can be recommended. © 2021 Birlesik Dunya Yenilik Arastirma ve Yayincilik Merkezi. All rights reserved.en_US
dc.identifier.doi10.18844/wjet.v13i2.5716
dc.identifier.endpage335en_US
dc.identifier.issn1309-1506
dc.identifier.issue2en_US
dc.identifier.scopus2-s2.0-85105876902en_US
dc.identifier.scopusqualityN/Aen_US
dc.identifier.startpage322en_US
dc.identifier.urihttps://doi.org/10.18844/wjet.v13i2.5716
dc.identifier.urihttps://hdl.handle.net/11616/91583
dc.identifier.volume13en_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherBirlesik Dunya Yenilik Arastirma ve Yayıncilik Merkezien_US
dc.relation.ispartofWorld Journal on Educational Technology: Current Issuesen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectCOVID-19 pandemicen_US
dc.subjectDigital gamesen_US
dc.subjectDigital materialen_US
dc.subjectMaterial developmenten_US
dc.subjectSelf-efficacyen_US
dc.titleHow do digital games utilization levels predict a teacher’s digital material development self-efficacy?en_US
dc.typeArticleen_US

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