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Researching Teaching and Learning 2

Assignment 2


Overarching Topic: How does the implementation of game-based learning impact on

student engagement in learning for stage 4 students?

Individual Sub-topic: Survey students based on “In stage 4, has the implementation of

games in classrooms been engaging and beneficial? If so, which games and why?”?

Part A: Literature Review

Student engagement is known to elevate the level of academic ability. In order to achieve

effective student engagement, classroom management is required (Linnenbrink and

Pintrich, 2007). Classroom management alongside pedagogy, work together in order to

achieve engagement through the right selection of teaching strategies (Linnenbrink and

Pintrich, 2007). According to the theory composed by Fredrick, Blumenfled & Paris (2004),

engagement is multidimensional and involves the sub-areas of cognition, emotion and

behaviour. Therefore, in order to achieve student engagement, classroom pedagogy must

approach these multi-dimensional areas (Fredrick et al., 2004). The overarching topic, will

identify how the implementation of game based learning impacts student engagement in

stage 4, with the use of a literature review substantiating the topic. This literature review

will focus on a sub-topic, in regards to game-based learning, how beneficial they are for

students and the level of engagement they provide.

The notion of school engagement implemented in classrooms, has shown to be effective in

ameliorating low ability students, student boredom in the classroom and has shown to

decrease the rates of high school dropouts in urban suburbs (Fredrick et al., 2004). Student
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engagement, can be best achieved through considering learning styles and abilities that

students have within the classroom (Reyes et al., 2012). Reyes et al. (2012), accentuates

how classroom tasks can amplify intellectual engagement, thus engaging pedagogy as a

major driver in student engagement. Academic research highlights the relation between

engagement and commitment. Engagement is defined in the American Heritage College

Dictionary (4th ed.) as being “actively committed” and to “involve oneself” and “participate”,

highlighting an emphasises and connection to behaviour (Fredrick et al., 2004). The three

sections that collaborate in order to reach ultimate student engagement are behavioural,

emotional and cognitive engagement (Fredrick et al., 2004). According to Fredrick et al.

(2004), behavioural engagement relates to student participation, leading to student’s

involvement in classroom activities. Participation through engagement, can best be

achieved through the involvement of social learning collaborated with academic content,

proving to be crucial to benefitting academic grades (Fredrick et al., 2004). Emotional

engagement incorporates positive teacher-student relationships and their assistance in

student motivation in the learning process (Fredrick et al., 2004). Cognitive engagement

relates to teacher willingness to encompass effort in order to assist students in developing

their understanding about complex ideas and content (Fredrick et al., 2004).

Through the incorporation and merging of all three components of student engagement,

there is an increase in positive student attitudes, self-regulated learning and motivation

(Boekarts, Pintrich, & Zeidner, 2000). It is evident that behaviour, emotion and cognition are

all interrelated and are not separate processes, rather they work together as a multi-

dimensional outlook to result in student engagement (Fredrick et al., 2004). Pedagogy can

be defined as the approach that is taken alongside teaching strategies in order to benefit
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student learning (Gobby & Walker, 2017). In accordance with Van Driel & Berry (2012),

content knowledge is developed through the correct use of pedagogical strategies, forming

student interest and engagement. Kleickmann et al. (2013) emphasises that student grades

and the facilitating of deep understanding is best achieved through inquiry-based learning

(IBL). IBL is a student-centred learning approach, that allows students to learn through

hands-on activities by the incorporation of engaging teaching strategies (Van Driel & Berry,

2012). IBL accentuates pedagogies aimed at student interests, in order to heighten the rate

of student engagement, responsibility and overall learning in the classroom (Hmelo-Silver,

Duncan & Chinn, 2007). Meha & Kulshrestha (2014) accentuates that pedagogy through IBL

enhances and reinforces student motivation to learn and their classroom engagement.

Further, the use of IBL creates a positive and engaging learning environment which in turn

reinforces the building of students personal and social capabilities and information

communications technologies (ICT) awareness complying with the skills outlined within the

Australian curriculum (Spernjak, 2014).

Game-based learning being a modern approach, has shown a vast increase in student

engagement through evidence in academic literature (Kapp, 2014). Game-based learning

incorporates the use of games in the classroom in order to attract engaged learning (Kapp,

2014). The incorporation of game-based learning in pedagogy for stage 4 learners, engages

student’s due to its range of learning components (Kapp, 2014). Game-based learning uses

Gardner’s Multiple Intelligences, applying auditory, visual and kinaesthetic learning to

learning activities (Celik, 2015). This allows for students to grasp an understanding of

complex learning and challenging content, through providing students with activities that

will motivate them to learn (Kapp, 2014).

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Stage 4 learners, are students aged between 13 and 15 years, being at the peak of their

adolescent growth (Rice & Dolgin, 2005). G. Stanley Hall describes adolescent years as a

“period of storm and stress”, accentuating an understanding for adolescent mood swings

and rebellion (Hines & Paulson, 2006). Coinciding with behavioural issues faced by stage 4

learners, adolescents show cold-cognition in classroom contexts where learning is taking

place, identifying that adolescent behaviour depends on contexts, according to Darling &

Steinberg (1993). However, the period of adolescence is a “highly adaptive” period in youth

development, that allows for maturity (Casey, Jones & Hare, 2008). Thus, it is evident that

through the use of game-based learning, stage 4 learners are able to engage, interact and

adapt to modern teaching strategies, allowing for critical thinking and student-centred

learning to take place (Kapp, 2014). Game-based learning works in collaboration with

Vygotsky’s zone of proximal development (Shabani, Khatib & Ebadi, 2010). Vygotsky’s zone

of proximal development, elaborates on the gap between the accomplishments that

adolescents can achieve alone and those that can be achieved with the assistance of an

educator (Shabani et al., 2010). The zone of proximal development, is a social process of

learning and accentuates the importance of scaffolding to assist students, in order to lead

them to independent learning, gradually becoming more competent to complete the task

alone (Shabani et al., 2010). Game-based learning allows for students to gradually develop

their skills and test their pre-existing knowledge, promoting independent learning (Moyer

and Savino, 2015).

Research has shown that game-based learning promotes learning through collaborating

auditory, visual and kinaesthetic learning methods (Esplin & Garces-Ozanne, 2009). ICT
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resources in the classroom, increase student engagement and retention rates alongside

student understanding of academic content, allowing for the incorporation of modern

strategies in the classroom (Spernjak, 2014). Subsequently, it is shown that through the use

of ICT, digital games stimulate student learning “by doing” (De Grove, Bourgonjon & Looy,

2012). Digital games allow students to acquire skills and intellectual knowledge through

social and emotional development (De Grove et al., 2012). Game-based learning is also a

form of kinaesthetic learning, allowing for students to learn through an active approach,

rather than a non-engaging passive approach (Moyer and Savino, 2015). Active learning,

allows for students to identify their academic weaknesses in content, and motivates them to

learn through discovery (Moyer and Savino, 2015). Higher-order thinking is achieved

through game-based learning, through the essence of engagement, which promotes student

learning (Moyer and Savino, 2015).

In conclusion, student engagement in stage 4 learners, is best achieved through the

implementation of a pedagogical approach that allows for connection to students and their

learning styles. The pedagogical approach of game-based learning, has allowed for a

modern teaching strategy to connect with students on a motivational level, resulting in

higher order thinking and deeper understanding, coinciding with the Australian Professional

Standards. There are many forms of game-based learning deemed effective in relation to

stage 4 learners, signifying multiple methods of technique that could be implemented in the

classroom, to result in beneficial learning.

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References

Boekarts, M., Pintrich, P. R., & Zeidner, M. (Eds.). (2000). Handbook ofself-regulation:

Theory, research and applications. San Diego, CA: Academic Press.

Casey, B., Jones, R., & Hare, T. (2008). The Adolescent Brain. Annals of the New York

Academy of Sciences, 1124(1), 111-126. DOI:

https://doi.org/10.1196/annals.1440.010

Celik, S. (2015). Managing the Classes by using Multiple Intelligence Instruction. Journal of

Education, 4 (1), 25-29.

https://jebs.ibsu.edu.ge/jms/index.php/je/article/viewFile/108/116

Darling, N., & Steinberg, L. (1993). Parenting style as context: An integrative

model. Psychological Bulletin, 113(3), 487-496.

De Grove, F., Bourgonjon, J., Looy, J.V. (2012). Digital games in the classroom? A contextual

approach to teachers’ adoption intention of digital games in formal education.

Computers in Human Behavior 28 (2012), 2023-2033. DOI:

10.1504/IJART.2013.050690

Esplin, P., & Garces-Ozanne, A. (2009). From Theory to Practice. International Journal Of

Learning, 15(11), 143-148.

http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=11&sid=5973df6b-

f552-49ea-9675-c91b1ac1e504%40sessionmgr4009
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Fredricks, J.A., Blumenfeld, P. C., & A.H. (2004). School Engagement: Potential of the

Concept, State of the Evidence. Review of Educational Research, 74 (1), 59-109.

http://www.jstor.org/stable/pdf/3516061.pdf?refreqid=excelsior:076004812e02747

40bb7324c64ba23db

Gobby, B., & Walker, Rebecca, (Eds.). (2017). Powers of curriculum: Sociological

perspectives on education. Australia: Oxford University Press.

Hines, Allyn R., & Paulson, Sharon E. (2006). Parents' and teachers' perceptions of

adolescent storm and stress: Relations with parenting and teaching

styles. Adolescence, 41(164), 597-614.

Hmelo-Silver, C.E., Duncan, R. G., & Chinn, C.A. (2007). Scaffolding and Achievement in

Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark

(2006). Educational Psychologist, 42(2), 99-

107. https://www.tandfonline.com/doi/abs/10.1080/00461520701263368

Kapp, K. (2014). GAMIFICATION: Separating Fact From Fiction. Chief Learning Officer, 42-

52. http://ww.w.cedma-

europe.org/newsletter%20articles/Clomedia/Gamification%20-

%20Separating%20Fact%20from%20Fiction%20(Mar%2014).pdf

Kleickmann, T., Richter,D., M.,Kunter, J.,Elsner, Besser,M., Krauss, S.,& Baumert.J. (2013).

Teachers’ Content Knowledge and Pedagogical Content Knowledge. Journal of

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Teacher Education, 64(1), 90-

106. http://journals.sagepub.com/doi/pdf/10.1177/0022487112460398

Linnenbrink, E. A., & Pintrich, P. R. (2007). Motivation as an enabler for academic

success. School Psychology Review, 31(3), 313-327.

https://search.proquest.com/docview/219653569?pq-origsite=gscholar

Mehta, S., & Kulshrestha, A. (2014). Implementation of Cooperative Learning in Science: A

Developmental-cum-Experimental Study. Education Research International, 2014

(431542), 1-7. http://dx.doi.org/10.1155/2014/431542

Moyer, M., & Savino, D. M. (2015). The Role of the Kinesthetic Learning Style and Prompted

Responses in Teaching Management Courses. Global Education Journal, 2015(1), 85-

104.

http://content.ebscohost.com/ContentServer.asp?T=P&P=AN&K=109021783&S=R&

D=ehh&EbscoContent=dGJyMNLe80Sep7A4v%2BbwOLCmr1CeprNSsqa4TbGWxWXS

&ContentCustomer=dGJyMPGqtk%2B3rLNQuePfgeyx44Dt6fIA

Reyes, M.R., Brackett, M.A., Rivers, S.E., White, M., & Salovey, P. (2012). Classroom

emotional climate, student engagement, and academic achievement.(Author

abstract)(Report). Journal of Educational Psychology, 104(3), 700.

http://psycnet.apa.org/record/2012-05721-001

Rice, F. P., & Dolgin, K. G. (2005). The adolescent: Development, relationships and culture

(11th ed.). Auckland, New Zealand: Pearson Education New Zealand.

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Shabani, K., Khatib, M., & Ebadi, S. (2010). Vygotsky's Zone of Proximal Development:

Instructional Implications and Teachers' Professional Development. English

Language Teaching, 3(4), English Language Teaching, 11/16/2010, Vol.3(4).

https://eric.ed.gov/?id=EJ1081990

Spernjak, A. (2014). Usefulness of Prezi and PowerPoint presentation. In information and

Communication Technology, Electronics and Microelectronics (MIPRI), 2014 37th

International Convention on (pp. 762-764).

Van Driel, J.H., & Berry, A. (2012). Teacher Professional Development Focusing on

Pedagogical Content Knowledge. Educational Researcher, 41(1), 26-

28. http://journals.sagepub.com.ezproxy.uws.edu.au/doi/pdf/10.3102/0013189X11

431010

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Part B: Data Collection Protocol

Student Survey

Date:

Subject of class:

Grade:


Student Number: 19058216
Student Number: 19058216
Student Number: 19058216
 Student Number: 19058216

Dear Potential Participant:

I am working on a project titled “In Stage 4, has the implementation of games in classrooms been
engaging and beneficial? If so, which games and why?” for the class, ‘Researching Teaching and
Learning 2,’ at Western Sydney University. As part of the project, I am collecting information to help
inform the design of a teacher research proposal.

The aim of this study is to identify the effectiveness of game-based learning in the classroom in
relation to student engagement and motivation. Different game-based learning approaches are
addressed in order to relate student learning styles to the pedagogy used to engage them. Data will
be collected from student responses through the use of a survey.

By signing this form, I acknowledge that:
• I have read the project information and have been given the opportunity to discuss the
information and my involvement in the project with the researcher/s.
• The procedures required for the project and the time involved have been explained to me,
and any questions I have about the project have been answered to my satisfaction.
• I consent to filling out this survey.
• I understand that my involvement is confidential and that the information gained during this
data collection experience will only be reported within the confines of the ‘Researching
Teaching and Learning 2’ unit, and that all personal details will be de-identified from the
data.
• I understand that I can withdraw from the project at any time, without affecting my
relationship with the researcher/s, now or in the future.

By signing below, I acknowledge that I am 18 years of age or older, or I am a full-time university

student who is 17 years old.
Signed: __________________________________

Name: __________________________________

Date: __________________________________


By signing below, I acknowledge that I am the legal guardian of a person who is 16 or 17 years old,
and provide my consent for the person’s participation.
Signed: __________________________________

Name: __________________________________

Date: __________________________________

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Part C: Data Collection Protocol Explanation

Research is a mechanism that provides executives, teachers and the department of

education, with consistently updated information that allows for a review of classroom

pedagogy and the overall environment that students are learning in (Efron & Ravid, 2013).

The research above is prepared along with a data collection protocol to determine the

overall effectiveness of incorporating game-based learning in stage 4 classrooms, and its

effect on student engagement. The data collection protocol used to determine the research

is a qualitative method through the use of surveys (Marshall, 2006). In accordance to the

Program Survey Research (2007), written by Harvard University, the survey written above

delivers students with clear and detailed questions and provides students with specific

answers that assists in developing the research.

Participants that will take part in this research, will be stage 4 high school students, who will

fill out and return the survey during class time, in any KLA. The open KLA bracket will

contribute to the remaining group sub-topics, where there are two open KLA studies

alongside one Science specific study and one English specific study. The surveys allow for

specific responses based on learning styles and preference in learning activities to stimulate

engagement, as discussed in the literature review (Reyes et al., 2012). This study focuses on

the responses from students rather than teachers, in order to identify the precise path to

student engagement in classroom pedagogy. The study will be performed across a range of

schools, both private and department schools, and across different socio-economic suburbs.

According to Halawah (2006), this diversity will provide the research with an understanding
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based on influence that socioeconomic class has on a student’s motivation and classroom

engagement. Prior to filling in the survey, consent forms will be sent home for parents to

gather an understanding of the research and to give permission for their child to take part in

the data collection survey. Data will be collected through surveys on an anonymous scale,

allowing for the comfort of the participants that their answers will remain separate from

their identity.

The survey incorporates the Likert scale in order to keep questions closed and creates the

ability to identify similarities and differences between the data. However, some questions

do open up to the participants, where they are asked to state their response beside the

checkbox “other” (Hlebec et al., 2003). This is implemented where questions would be

limited without them, and allows for complete answers from the participants. The

incorporation of a survey as a data collection protocol, was chosen due to its

appropriateness in relation to the participants. Long interviews and other protocols would

cause cognitive overload on students, emphasising the suitability of surveys (Joshi, Kale,

Chandel & Pal, 2015). The survey questions are designed to create consistent codes and

themes in order to result in applicable and constructive research data.

Overall the data collection protocol through surveys, was chosen in order to effectively

understand and apply game-based pedagogical methods that best relate to student

engagement, the questions are written in order to create themes that can add to current

research and literature, to result in an increase in student engagement, motivation and

enjoyment, leading to academic success in the classroom.

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References

Efron, S. E, Ravid, R, ProQuest, & Ebooks Corporation. (2013). Action research in education :

A practical guide. New York: Guilford Press.

Halawah, I. (2006). The Effect of Motivation, Family Environment, and Student

Characteristics on Academic Achievement. Journal Of Instructional Psychology, 33(2),

91-99.

Hlebec, V., Manfreda, K., Reja, U., & Vehovar, V. (2003). Open-ended vs. Close-ended

Questions in Web Questionnaires. Faculty Of Social Sciences, University Of Ljubljana.

Retrieved from

https://www.researchgate.net/profile/Valentina_Hlebec/publication/242672718_Open

-ended_vs_Close-

ended_Questions_in_Web_Questionnaires/links/53f481c10cf2fceacc6e85ee/Open-

ended-vs-Close-ended-Questions-in-Web-Questionnaires.pdf

Joshi, A., Kale, S., Chandel, S., & Pal, D. K. (2015). Likert scale: Explored and explained. British

Journal of Applied Science & Technology, 7(4), 396.

Marshall, M. (2006). Sampling for qualitative research. Family Practice, 13(6), 522-526.

http://dx.doi.org/10.1093/fampra/13.6.522

Harvard Program on Survey Research. (2007). Questionnaire Design Tip

Sheet. Psr.iq.harvard.edu. Retrieved 20 August 2017, from

https://psr.iq.harvard.edu/book/questionnaire-design-tip-sheet
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Reyes, M.R., Brackett, M.A., Rivers, S.E., White, M., & Salovey, P. (2012). Classroom

emotional climate, student engagement, and academic achievement.(Author

abstract)(Report). Journal of Educational Psychology, 104(3), 700.

http://psycnet.apa.org/record/2012-05721-001