The reflection of the use of educational games in social studies lessons on students' sensitivity to cultural heritage and their atttudes toward the course

This study examines the reflection of educational games in primary school Social Studies on students' sensitivity to cultural heritage and their attitudes towards the course. Using an embedded mixed methods design, the quantitative part employed a quasi-experimental pretest-posttest control group design. The experimental group was taught with educational games, while the control group followed ongoing instructional methods. Qualitative data included student diaries and semi-structured interviews. Quantitative data were analyzed using the Mann-Whitney U test, while qualitative data were analyzed through thematic analysis. According to the findings, no significant difference was observed between the post-test scores of the experimental and control group students. The qualitative findings revealed that students found educational games both enjoyable and instructive, that these games enhanced their awareness of cultural heritage, and increased their interest in the course. Students defined cultural heritage through elements such as values from the past, traditions, and handicrafts, and stated that they could transmit this heritage to future generations. As a result of the study, it can be said that educational games contributed to the improvement of students' sensitivity to cultural heritage and their attitudes toward the course.