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Nowadays, it seems that rapidly developing technology has entered every stage of our lives. Nowadays, where the internet, technology and digital games are in every aspect of our lives, we can say that people of all ages and professions use them. The aim of the study is to examine secondary school students' motivation for playing digital games in terms of various variables. The population of the research is 397 students, 203 of whom are female and 194 of whom are male, studying in secondary schools affiliated with Iğdır Provincial Directorate of National Education (MEM). The sample group was chosen voluntarily. "Digital Game Playing Motivation Scale (DOOMÖ)", developed by "Demir and Hazar" in 2018, was used as the data collection tool of the research. The scale is a 5-point Likert type and consists of 3 subdimensions. Data were analyzed with the SPSS program. T-test and One Way Anova tests were applied to the data analysis. As a result of the research, it was found that secondary school students' digital game playing motivation scores were high. It was determined that there was no difference between the groups in terms of the play time variable in the curiosity and social acceptance, uncertainty in play desire sub-dimensions of the scale, and those with 4, 3 and 2 game time scores scored higher than those with 1, and those with 4 score 2 in the success and revitalization sub-dimensions. It was concluded that they obtained higher scores than those who did not. [ABSTRACT FROM AUTHOR]

This study aims to reveal the relationship between the interface designs and design principles of popular and successful video games. The population of the research consists of students studying in the Digital Game Design department in Turkey. The sample of the research consists of Kahramanmaraş İstiklal University Digital Game Design students. In this qualitatively designed research, intentional sampling method was chosen from non-probability sampling methods. A rubric rubric was preferred as the material in the study. A successful interface design is a must for a game. The bad gameplay or bad story of a preferred game does not affect its sales as much as the visual design. Visual designs always make the first impact on a purchased or downloaded game, and if the designs are attractive, the game somehow stands out. Game interface designs are an important communication tool for the promotion of games. In digital games, game interface designs are the visual output of the game and are used as a visual communication tool that affects the target audience. Game designs contain elements of typography, color, imagery and layout. Examining these elements is important in terms of both understanding the design potential of the video game industry and understanding how interface design is handled together with the game. The Visual Communication designer undertakes the important task of deciding on the placement of all these visual elements and the font to be preferred for the interface design, so as not to obstruct the player's main view. The design also contributes to the game's visual style, distinguishing it from other games and subconsciously influencing the player's mood. According to the results of the study, typographical evaluation of the interface designs of the top 10 most preferred mobile games in the online environment will guide the designers of the games to be designed. [ABSTRACT FROM AUTHOR]

In the past years, the game activities we encountered in our neighborhoods and streets were transferred to the virtual environment with the effect of information technology and appeared as digital game concepts. The purpose of this study is to reveal the metaphorical perceptions of physical education teachers about sportive digital game concept. The study group consists of 124 physical education teachers working in the Yozgat province during 2018-2019 academic year. The data was gathered through an open-ended survey using sentences such as "Sportive digital game is like..., it is because...". In the analysis and interpretation of data, the content analysis technique was used. The data was analyzed under coding, debugging, category development, validity and reliability and interpretation of data topics by considering the content analysis stages. According to 53 metaphors that Physical Education Teachers generated related to the sportive digital game content, the metaphors were gathered in 5 different categories, which were defined as Cognitive, Emotional, Physical, Social and Advers Condition. The most used metaphors among the ones that Physical Education Teachers generate are Mirage, Lover, Dream, Fanaticism, Excitement, Hour and Drug. It is under consideration that this study, conceptually degrading the perceptions of physical education teachers regarding the concept of sportive digital play, will contribute to the literature. Causes of negative perceptions regarding sportive digital play can be researched and in-service trainings can be organized for physical education teachers. [ABSTRACT FROM AUTHOR]