Özet:
The purpose of the present study was to investigate the reflections of gamification activities that are used as a formative assessment tool based on academic achievement and student engagement in learning environments. It was also aimed to investigate whether the utilization of the gamification tool led to a difference in academic achievement and student engagement. Three research groups were determined; two experimental groups where 7E instructional model gamified with Kahoot and Quizizz was implemented and a control group where conventional 7E instruction method was implemented. The groups were determined by random assignment of 97 pre-service teachers who took scientific research methods course in the 2017-2018 academic year spring semester. However, since only 71 of the assigned pre-service teachers voluntarily participated in the study, the study data included 71 pre-service teachers. At the beginning and the end of the six-week-long instruction activities, the academic achievement test and student engagement scale on the content instructed in the six-week-long scientific research methods course were applied. Furthermore, in-depth views of pre-service teachers were obtained with focus group interviews. Therefore, the study was conducted with mixed design principles. The study findings demonstrated that the scientific research methods academic achievement x student engagement x group interaction model (Wilks's lambda =.819, F-[2,F- 66] = 7.301, p < 0.05) was significant. The activities gamified with Kahoot application, albeit statistically insignificant, had a more positive impact on academic achievement and student engagement when compared to the other groups. On the other hand, it was observed that the positive impact of the activities gamified with Quizizz application was lower than that of the instruction method utilized in the control group both based on academic achievement (Delta<(X)over bar>(pretest-post-testquitizz) = 38.116, Delta(X) over bar (pretest-post-testcontrol) = 38.776) and student engagement (Delta(X) over bar (pretest-posttestqutzit). = 12.176, ARpretest-postm5 o,01 = 14.218). Opposed to quantitative findings, pre-service teachers expressed views about the problems they experienced under the sub themes of motivation, reinforcement, entertainment, competition sub-themes in gamification activities and stated that they were generally positive about the activities and experienced problems related to the infrastructure and the tool.
