Abstract:

With the spread of universities in Turkey, the number of students has increased significantly and educators have begun to face groups with a lot of diversity. When the differences in interests and communication difficulties that arise due to the differences between generations were added to this situation, talking the same language with students and ensuring their active participation in the class was one of the major problems. In this context, one of the topics studied in the point of ensuring the active participation of students in the classroom is playmaking. The purpose of the research is to explore the experiences of the students who participate in the playful course within the framework of the concept of student participation. In this study in the 2017-2018 educational year, the Faculty of Sports Sciences of the University of Ankara, the Department of Physical Education and Sports Teaching participated voluntarily in 18 (12 women, 6 men) students who studied in the 1st class and were selected with the measurement sample method with easy-to-accessful state sample. The entry course to the educational science under the research is designed with the support of kahoot, edmodo and video task mechanisms for playing for 8 weeks. It has been used as a data source for semi-configured individual conversations and reflective daily. In the analysis of the data, content analysis was carried out and after the completion of the coding process, the topics that reflect the common characteristics were reached. In the study, the lesson reflections of the intervention based on gaming were presented under four topics. The first topic that emerged was the student participation theme that reflected the emphasis on the main purpose of playmaking. In the second and third themes the competitive environment and the award themes were included as dominant play-making components that support the student participation. In the last topic, the elements that make the risk for continuity of the course participation are presented under the theme of the student participation obstacles. As a result, the intervention towards playing has been discovered that in the short term the intervention towards playing can be useful in providing students’ active participation in the course and the competitive environment and the prize are the main elements that reflect the playing course in providing this continuity. The obstacles to the long-term continuation of active participation are external reward components, resource limitations and technical problems.