The effect of digital games on learning within the framework of context-based learning strategy

The aim of this research is to examine the effect of context-based learning strategy on teaching 6th grade Social Studies subjects. The Nested Mixed Pattern method was used in the research, and the quantitative data were obtained with the quasi-experimental pattern technique. It was studied with 59 students determined by simple random sampling technique as the study group. The subjects of the students in the experimental group were covered with the digital game material named Cities Skylines within the framework of the context-based learning strategy. In the control group, the current curriculum was followed. During the research process, Production, Distribution and Consumption Academic Achievement Test was applied to the experimental and control groups as a pre-test and post-test to measure the academic achievement of the students. Research Skills Test, Entrepreneurship Scale and Innovative Thinking Perception scale were used as data collection tools. In the qualitative dimension of the research, five semi-structured questions were asked to the experimental group students. Students' views on the process Content Analysis; their views on innovation, entrepreneurship and research skills were analyzed and interpreted with Descriptive Analysis. According to the research results; Both the academic achievements and entrepreneurship, innovation and research skills of the experimental group students differed significantly compared to the control group students. On the other hand, students; They expressed a positive opinion about the context-based learning strategy and the digital game used as course material. Keywords: Context-Based Learning, Digital Games, Game Learning, Social Studies, Academic Success, Learning Skills.