Course Information
SemesterCourse Unit CodeCourse Unit TitleT+P+LCreditNumber of ECTS CreditsLast Updated Date
3ESN065Educational Game Design and Gamification2+0+02430.10.2026
Course Details
Language of Instruction Turkish
Level of Course Unit Bachelor's Degree
Department / Program Primary Education Teaching
Type of Program Formal Education
Type of Course Unit Elective
Course Delivery Method Face To Face
Objectives of the Course The aim of this course is to enable prospective classroom teachers to grasp the fundamental concepts, theoretical underpinnings, and design principles related to games and gamification. The course seeks to equip candidates with the ability to pedagogically evaluate educational games and gamified practices by taking into account the developmental characteristics of primary school students and their classroom gaming needs. Furthermore, it aims to enable them to gamify content aligned with curriculum learning outcomes and to design and develop educational games by utilizing narrative elements. In this way, the course intends to support the development of prospective teachers ` competencies in creating creative and effective learning environments that enhance student participation and motivation.
Course Content The "Educational Game Design and Gamification" course is a practice-oriented elective designed to introduce prospective classroom teachers to the role of games and gamification in learning-teaching processes. The course covers the fundamental components, mechanics, and dynamics of games; the theoretical underpinnings of the relationship between gaming and learning; and the in-class gaming needs of primary school students. Other topics include the concept of gamification—distinguishing it from games and exploring design frameworks—as well as the analysis of educational games based on pedagogical criteria. During the second half of the term, the focus shifts to narrative games and the educational game design process; throughout the semester, prospective teachers develop both a gamification project and an educational game project.
Course Methods and Techniques Each class will begin with the instructor introducing the weekly course content. The teaching process will employ methods such as lecturing, question-and-answer sessions, drama, role-playing, and case studies, alongside in-group discussions. Therefore, it is mandatory to complete preparatory work on the topic to be covered prior to the class.
Prerequisites and co-requisities None
Course Coordinator None
Name of Lecturers Associate Prof.Dr. Özlem Üzümcü ozlem.uzumcu@hku.edu.tr
Assistants None
Work Placement(s) No

Recommended or Required Reading
Resources Samur, Y., & Cömert, Z. (2022). Games, gamification, and educational game design in education. Altın Kitaplar Akademi.
• Ocak, M. A. (Ed.). (2017). Educational digital games: Theory, design, and practice. Pegem Akademi.
• Yılmaz, E. A. (2015). Gamification. Abaks Publications.
Course Notes The course is conducted in a format that supports theoretical knowledge of educational games and gamification through practical design activities. Students are expected to pedagogically evaluate educational games and gamification practices and develop original designs by considering the developmental characteristics, learning needs, and curriculum learning outcomes of primary school students. Throughout the course, emphasis is placed on game mechanics and dynamics, player types, gamification design, narrative-based games, prototyping, and playtesting. The games developed by students are improved based on feedback and presented as part of a project.

Course Category
Education %100

Planned Learning Activities and Teaching Methods
Activities are given in detail in the section of "Assessment Methods and Criteria" and "Workload Calculation"

Assessment Methods and Criteria
In-Term Studies Quantity Percentage
Mid-terms 1 % 40
Final examination 1 % 60
Total
2
% 100

 
ECTS Allocated Based on Student Workload
Activities Quantity Duration Total Work Load
Course Duration 15 2 30
Hours for off-the-c.r.stud 15 3 45
Mid-terms 1 1 1
Project 15 3 45
Final examination 1 1 1
Total Work Load   Number of ECTS Credits 4 122

 
Course Learning Outcomes: Upon the successful completion of this course, students will be able to:
NoLearning Outcomes
1 It explains the game ` s fundamental components, game mechanics, and dynamics.
2 Explains the concept of gamification and distinguishes gamification from games, educational games, and game-based learning.
3 It explains classroom game needs in terms of learning theories and the developmental characteristics of primary school students.
4 It examines and critiques educational games and gamified applications based on pedagogical criteria.
5 Transforms content from the primary school curriculum in accordance with gamification principles.
6 Understands the concept of narrative in games and its application within them.

 
Weekly Detailed Course Contents
WeekTopicsStudy MaterialsMaterials
1 Week 1: Course Introduction The course objectives, learning outcomes, student expectations, instructional materials, attendance policy, teaching methods and techniques, and assessment criteria will be reviewed. The general framework for the gamification and educational game projects to be developed throughout the semester will be introduced.
2 Week 2: The concept of play, fundamental components of play, and the need for play in the classroom The definition, characteristics, and types of play, as well as its fundamental components—such as goals, rules, feedback, and voluntary participation—will be addressed. The role of play in child development and the need for play in primary school classrooms will be discussed.
3 Week 3: Game mechanics, dynamics, and aesthetics Using the Mechanics-Dynamics-Aesthetics (MDA) framework, fundamental game mechanics—such as points, levels, quests, chance, competition, and cooperation—and their impact on the player experience will be examined. The relationship between the mechanics employed in classroom games and diverse learning needs will be discussed.
4 Week 4: Play and learning: theoretical foundations Game-based learning, flow theory, and self-determination theory, as well as the views of Piaget and Vygotsky regarding play, will be examined. The needs of primary school students—specifically regarding attention, motivation, social interaction, and concrete experiences—will be evaluated within the context of play.
5 Week 5: The concept of gamification and how it differs from games The definition of gamification will be addressed, along with its distinctions from concepts such as games, educational games, serious games, and game-based learning. The potential and limitations of gamification elements—such as points, badges, and leaderboards—in meeting classroom participation and motivation needs will be discussed.
6 Week 6: Gamification design frameworks and player types The balance between intrinsic and extrinsic motivation will be addressed through player types and gamification design frameworks such as Octalysis. Issues of inclusivity and the implications of different student profiles and individual differences for gamification design will be examined.
7 Week 7: Game analysis and pedagogical critique Pedagogical criteria used to evaluate educational games and gamified applications will be examined. Aspects such as alignment with learning objectives and developmental levels, feedback, interactivity, and responsiveness to classroom needs will be discussed using examples of digital and tabletop games.
8 Week 8: Midterm exam
9 Week 9: Gamification of content The process of gamifying content from the primary school curriculum will be addressed through the dimensions of selecting learning outcomes, analyzing the target audience and needs, choosing game mechanics, and devising an assessment plan. Digital tools and practical examples used for gamification in the classroom will be introduced.
10 Week 10: Narrative games: concepts and elements The concept of narrative, the role of narrative in games, and the types of narrative games will be addressed. The contribution of narrative elements—such as character, fiction, plot, quest structure, and player choices—to learning will be discussed.
11 Week 11: Narrative games: design and classroom use Design principles for narrative games, the integration of storytelling with instructional content, and branching narrative structures will be addressed. Opportunities for using narrative games across various subjects and in interdisciplinary applications will be evaluated.
12 Week 12: Educational game design: design process and prototyping The educational game design process will be addressed through the dimensions of learning outcomes, target audience, rules, mechanics, narrative, and materials. Concepts such as the game design document and prototyping will be introduced, alongside fundamental principles of digital and tabletop game design.
13 Week 13: Educational game design: testing, development and classroom application Playtesting, feedback, and iterative development of the game will be covered. The placement of the educational game in the lesson plan, classroom management and evaluation of the effect of the game on learning will be discussed.
14 Week 14: Project presentations Gamification and educational game projects prepared throughout the semester will be presented. The projects will be evaluated based on alignment with learning objectives, playability, and pedagogical value.
15 Week 15: Project presentations and general review Project presentations will be completed, and the topics covered throughout the semester will be reviewed. The extent to which the course learning outcomes have been achieved will be assessed, and information regarding the final exam will be provided.

 
Contribution of Learning Outcomes to Programme Outcomes
P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 P11 P12 P13 P14 P15 P16 P17 P18 P19 P20 P21 P22 P23 P24
C1 1 1 1 2 2 1 1 2 1 1 1 1 1
C2 1 1 1 3 1 3 1 1 2 2 1 1
C3 2 5 2 4 1 3 1 1 3 2 4 1 1 1
C4 2 3 3 2 3 3 3 2 2 2 3 1 1 1 4 1 1
C5 4 3 1 2 4 1 4 4 4 2 3 2 3 2 1 1 1 1
C6 4 4 1 2 4 1 2 5 5 4 2 4 3 4 1 4 1 2 2 1 1

  Contribution: 1: Very Slight 2:Slight 3:Moderate 4:Significant 5:Very Significant