Examining the effectiveness of the gamification-based adaptive learning environment in information ethics teaching in teacher education

This study aims to examine the impact of a gamification-based adaptive learning environment designed for teaching information ethics on prospective teachers' levels of ethical use of information technologies. Accordingly, three online learning environments were designed: (i) gamification-based adaptive online learning, (ii) adaptive online learning, and (iii) traditional online learning environment. An exploratory sequential design, one of the mixed research designs, was used in the research. The quantitative dimension of the research was conducted as a quasi-experimental design with a pre-test post-test control group, and the qualitative dimension was conducted as a case study. The study was conducted on a voluntary basis in the 2022-2023 academic year with 139 pre-service teachers studying at the Faculty of Education of a university in the Western Black Sea Region, divided into three groups: two experimental and one control group. The experimental process was conducted with the first experimental group (n=46) in a gamified adaptive online learning environment (DG-1), the second experimental group (n=45) in only an adaptive online learning environment (DG-2), and the control group (n=48) in a traditional online learning environment (KG) with the same course materials. For the first experimental group, a gamified adaptive learning environment for teaching IT ethics was named "Biletik". In the second experimental group, the gamification feature of the "Biletik" learning environment was deactivated. The control group did not receive any intervention; lessons were conducted in a traditional online learning environment using the same instructional materials employed in both experimental groups. The duration of the research implementation lasted for eight weeks. In the experimental groups, the adaptation process occurred through personalizing the interface, creating educational content based on users' pre-knowledge of information technology ethics, generating personalized content and motivational feedback, and evaluating learning analytics to provide individualized recommendations. In the learning environment of DG-1, in addition to these adaptation processes, gamification elements and mechanisms have been integrated into the system. In the research, data was collected using the "Information Technology Ethics Usage Scale" and the "Biletik Learning Environment Evaluation Questionnaire Form" as data collection instruments. In the analysis of quantitative data obtained during the experimental process, the SPSS program was utilized. Qualitative data obtained from the survey form were analyzed using descriptive analysis. The quantitative results of the study indicated that the gamified adaptive online learning environment showed statistically significantly higher levels of information technology ethics usage in post-test scores compared to the control group. No significant difference was observed between DG-2, supported only by the adaptive learning environment, and KG, where the traditional online environment was used. When the qualitative results were examined, it was seen that the gamification-based adaptive learning environment positively affected higher-level thinking skills with its motivating elements and enriched learning content, and contributed to effective and permanent learning by activating feelings of empathy and curiosity. In addition, it was concluded that teacher candidates' satisfaction levels towards gamification elements were high, personalized feedback and content increased their motivation, and they gained awareness of informatics ethics because they integrated story fiction with themselves. Lack of social interaction was seen to be one of the limitations of the Biletik learning environment, and a few teacher candidates stated that they experienced technical problems when connecting to the system. Educational implications and recommendations for future studies have been provided based on the research findings.