MIDDLE SCHOOL STUDENTS’ VIEWS ON THE USE OF EDUCATIONAL GAME TECHNIQUE IN SOCIAL STUDIES LESSONS

Abstract

The growing need for instructional methods that support active participation
and retention of learning has increased interest in the use of educational
games in Social Studies teaching. The aim of this study is to determine
middle school students’ views on the use of the educational game technique
in Social Studies lessons. Adopting a qualitative research approach, the study
was conducted using a basic qualitative research design. The study group
consisted of 18 students from the 5th, 6th, and 7th grades studying at a
middle school during the 2023–2024 academic year. In the study, educational
games designed by the researcher for the “Production, Distribution, and
Consumption” learning domain were implemented, and students’ opinions
were collected through semi-structured interviews. The obtained data were
analyzed using content analysis. The findings indicate that educational
games make lessons more enjoyable and engaging, enhance learning
retention, facilitate connections with daily life, and increase students’
participation levels. In addition, this technique was found to contribute
to the development of students’ social skills. Consequently, it can be
concluded that the educational game technique is an effective method in
Social Studies teaching and that its more widespread use in lessons would
be beneficial.