Investigation of student opinions on the use of Wordwall digital games in Religious Culture and Moral Knowledge Course

The aim of this study is to determine the effects of these games on the course by examining student opinions on the use of Wordwall digital games in the Religious Culture and Ethics course. The research utilized action research, one of the qualitative research methods. The study group of the research consists of students of Elazığ Limak Secondary School. The sample of the study consists of students studying in Limak Middle School 6/C class. The sample was determined using purposeful sampling. The researcher conducted lessons on the "Prayer Worship" unit during class hours for five weeks and then sent digital games to the students as homework via WhatsApp. The data in the study were obtained through semi-structured interview techniques. The data obtained as a result of the interviews were transferred to the computer environment; It was analyzed with NVIVO 8 program. The data were subjected to content analysis. Two main themes were created in the research: positive views and negative views. These main themes were then divided into sub-themes. The main theme of the positive opinions about the use of Wordwall digital games in the Religious Culture and Ethics course is; It was determined as 3 sub-themes: affective domain behaviors, cognitive domain behaviors and positive opinions about Wordwall. Eight sub-themes were created for affective domain behaviors: entertainment, excitement, interest, desire/enthusiasm, happiness, joy, liking and replay. The sub-themes for cognitive domain behaviors were: success, information provision, reinforcement, repetition, learning (educational) and permanence. Nine sub-themes were created for positive views on Wordwall: usefulness, sufficient time, visuals, time evaluation, easiest game, most favorite game, desire to play in other lessons, study material and question. The main theme of negative views on the use of Wordwall digital games in Religious Culture and Ethics lessons was divided into two sub-themes: negative views on the application and negative views on the game. The sub-themes for negative views on the application were: stress, anger, frustration, irritation, and sadness. The sub-themes for negative views on the game were: least favorite game, most difficult game, and insufficient time. The conclusion section was written according to the themes of the research, and the results were compared with the literature to create the discussion section. The research included suggestions aimed at guiding other researchers based on the results obtained.