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The impact of developing technologies is also observed in educational environments where many digital content-based applications are used. When the studies conducted are examined, it is seen that the applications where digital content is presented to students constitute the majority. However, considering the 21st century skills, more is needed to give students high-level experiences. The aim of this study is to examine the effects of innovative application, which is applied by the students developing their own digital content within the English course, on their academic achievements, attitudes towards English lessons and attitudes towards computer-aided teaching. The study was carried out at the secondary school level. In the experimental group, a game-based application was made with Scratch, a block-based programming tool within the scope of English lessons. The control group continued its technology-supported education with its current technological infrastructure (interactive board with fiber internet access). The mixed method research design was used in the study. The academic achievement test developed for two different units as the quantitative data collection tool by the researcher, the Attitude Scale for Elementary English Lesson Developed by Baş (2012), and the Computer Assisted Instruction Evaluation Scale developed by Dinçer and Doğanay (2016) were used. In addition, semi-structured interview form was used as a qualitative data collection tool. As a result of the research, significant differences were seen in the academic success values of the experimental group, where innovative application was performed. When students' attitudes towards English lesson and their attitudes towards computer-aided education are examined, meaningful results are obtained in favor of the experimental group. As a result, the findings showed that, with the necessary preparations, the innovative application used in this study can benefit students' academic achievements, their attitudes towards English lessons and their attitudes towards computer-aided teaching. |
