Gamification of complex morphology learning: the case of Turkish

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dc.authoridERYİĞİT, GÜLŞEN/0000-0003-4607-7305|Bektaş, Fatih/0000-0002-2889-3782
dc.authorwosidERYİĞİT, GÜLŞEN/O-4106-2016
dc.authorwosidBektaş, Fatih/AAA-5198-2022
dc.contributor.authorEryigit, Gulsen
dc.contributor.authorBektas, Fatih
dc.contributor.authorAli, Ubey
dc.contributor.authorDereli, Bihter
dc.date.accessioned2024-07-18T20:45:10Z
dc.date.available2024-07-18T20:45:10Z
dc.date.issued2023
dc.departmentİstanbul Bilgi Üniversitesien_US
dc.description.abstractGrammatical information, embedded at the word level, makes the acquisition of morphologically rich languages quite complex as well as the language exercise generation process for teachers. This study introduces a new gamification approach for complex morphology learning and aims to analyze the students' perceptions towards it. In this approach, the morphology components and their interactions are gradually introduced to the learners within a gamified environment through automatically generated exercises. Although not specific to any language, the approach has been applied to Turkish which is a strong representative of morphologically rich languages. The study was conducted for three weeks with international students in an introductory level Turkish language course via a mobile application developed using finite-state transducer technology to model morphology. Questionnaires, e-journals and semi-structured interviews were employed to examine the perceptions and experiences of the students in terms of perceived efficacy, system usage, engagement, loyalty, perceived enjoyment, attitude, and willingness to recommend. The findings of the study revealed that the students had positive perceptions towards the proposed approach and found it effective for their learning process. The approach is considered to fill an important gap in grammar exercises for learning morphologically rich languages. Supplemental data for this article is available online at https://doi.org/10.1080/09588221.2021.1996396 .en_US
dc.description.sponsorshipITU-Turkcell Researcher Funding Programen_US
dc.description.sponsorshipThe authors would like to thank Istanbul Bilgi University and all the participants for allowing the researchers to conduct this study, Mehmet Yakuphan Bilgic for acting in the app development team, Doruk Eryiit for software testing and James Christopher Lawson for proofreading. The second author had been funded by the ITU-Turkcell Researcher Funding Program. Finally, the authors would like to thank the three anonymous reviewers for insightful comments and suggestions that helped them improve the final version of the article.en_US
dc.identifier.doi10.1080/09588221.2021.1996396
dc.identifier.endpage1449en_US
dc.identifier.issn0958-8221
dc.identifier.issn1744-3210
dc.identifier.issue8en_US
dc.identifier.scopus2-s2.0-85119334135en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage1421en_US
dc.identifier.urihttps://doi.org/10.1080/09588221.2021.1996396
dc.identifier.urihttps://hdl.handle.net/11411/7425
dc.identifier.volume36en_US
dc.identifier.wosWOS:000719623300001en_US
dc.identifier.wosqualityQ1en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherRoutledge Journals, Taylor & Francis Ltden_US
dc.relation.ispartofComputer Assisted Language Learningen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectIntelligent Computer-Assisted Language Learningen_US
dc.subjectMobile-Assisted Language Learningen_US
dc.subjectFinite-State Transduceren_US
dc.subjectGrammaren_US
dc.subjectMorphologyen_US
dc.subjectSecond Language Acquisitionen_US
dc.subjectLearningen_US
dc.subjectGamificationen_US
dc.subjectAgglutinativeen_US
dc.subjectTurkishen_US
dc.subjectLanguageen_US
dc.subjectDuolingoen_US
dc.titleGamification of complex morphology learning: the case of Turkish
dc.typeArticle

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