Name and Student ID: Samah Obeid, 18523108

The idea of school engagement has started to appear as an approach to improve the

relationship of students with the school’s environment (Fredricks, Blumenfeld & Paris,

2004). The development of this relation has a positive impact on promoting the academic

performances of students and their academic interests (Fredricks, Blumenfeld & Paris,

2004). High school engagement reduces the possibility of school failure and boredom of

content delivered (Fredricks, Blumenfeld & Paris, 2004). The term engagement includes a

large diverse of dimensions: behaviour, cognitive and emotional. Behavioural engagement is

achieved when students follow the rules and conduct the activities (Fredricks, Blumenfeld &

Paris, 2004). This engagement is accompanied by less disruptive behaviours and dropout

from schools, and more discussions with others (Fredricks, Blumenfeld & Paris, 2004).

Cognitive engagement includes the development of skills and knowledge of students

(Fredricks, Blumenfeld & Paris, 2004). In addition, students accept the challenges by

showing efforts in solving problems, and evaluating findings to build a conclusion (Fredricks,

Blumenfeld & Paris, 2004). Emotional engagement explains when students feel they belong

to school, appreciate the theory and content studied as it is relatable to their life

experiences beyond the walls of the classroom (Fredricks, Blumenfeld & Paris, 2004).

Games- based learning (GBL) is one of the strategies used to promote the engagement of

students (Kapp, 2014). GBL provides distinct varieties of learning content in distinct

environment (Kapp, 2014). The aim of GBL is to promote the knowledge and skills of

students and increase memory retention of content (Kapp, 2014). Bill Gates stated that the

teacher is the most significant in promoting the motivation of students learning new

materials and how to apply it (Pivec, 2009). For that reason, the essay will discuss the
characteristics of kinaesthetic games, and the teaching strategies in promoting the

engagement of students in high school in stage four in part A, the questions that will

discussed by the interviewer in part B and the reasons of using the interview protocol in

part C.

Kinaesthetic learning Activity (KLA) is a pedagogical approach that promotes the physical

movement and the motion of students during the learning process (Kandroudi & Bratitsis,

2012). The significant question for teachers is the approach they can apply games most

productively as educational tools (Kandroudi & Bratitsis, 2012). The cue in education is

how games are applied (Kandroudi & Bratitsis, 2012). It does not mean the integration of

games in teaching strategies are only the aim (Kandroudi & Bratitsis, 2012). The aim is to

transform the role of learners from consumers to producers of knowledge (Favre, 2009).

Kinaesthetic is as active learning to participate students in the lesson content (Moyer &

Savino, 2015). It helps them to discover, and to detect their mistakes (Moyer & Savino,

2015). Research indicates that the average attention span of students is almost 15 minutes

that confirm the teacher should plan activities that promote the learning environment

(Moyer & Savino, 2015). The characteristics of GBL are to be controlled, have a clear goal,

cover key concepts, and ensure learning outcomes are achieved (Moyer & Savino, 2015).

The games should promote the knowledge of students on theories, provide them

opportunities to discover learning, promote their skills, discuss and share findings

(Kandroudi & Bratitsis, 2012). All of these can help in increasing student comprehension

of the lesson, and recalling the key concepts and by the way promoting the engagement of

students (Moyer & Savino, 2015).

Kinaesthetic activities define as hands –on activities that promote the movement of

students (Moyer & Savino, 2015). The movement should accompany with developing the

skills of cognitive, physical, emotional, and social of students (Moyer & Savino, 2015). The

social skills develop through the cooperation between different gamers to solve the

problem together (Mobley & Fisher, 2014). Research indicates that a cooperative work in

games can develop more understanding on the content more than individually playing

(Johnson-Glenberg et al., 2014). During the game, the role of each member should be

definite, as this will allow for student ownership of their learning and the group should have

a leader to direct the game (Johnson-Glenberg et al., 2014). Research shows that the

process of learning of students if the group has a leader or not (Johnson-Glenberg et al.,

2014). Emotional can achieve when students can learn something that can help them in the

future (Kandroudi & Bratitsis, 2012). Cognitive development means when the game

promotes students’ abilities to produce knowledge (Kandroudi & Bratitsis, 2012).

It is significant to note that kinaesthetic based learning is not only address the kinaesthetic

learners (Esplin & Garces-Ozanne, 2009). To be clear, the games should address all the three

different types of learners: auditory, visual, and kinaesthetic. The game used in Esplin &

Garces-Ozanne (2009) shows the all-different learners were able to recall the concepts. The

colours on the card helped students to guess, have clues and relate ideas (Esplin & Garces-

Ozanne, 2009). The discussion and communication between students helped auditory

students (Esplin & Garces-Ozanne, 2009). The kinaesthetic learners were able to move, and

to show their engagement (Esplin & Garces-Ozanne, 2009). All students were able to recall

the concepts, and to move from abstract concepts to more concrete (Esplin & Garces-
Ozanne, 2009). In addition, the game should provide students enough time to conduct, and

spaces for reflection and discussion (Kandroudi & Bratitsis, 2012, Mobley & Fisher, 2014).

There are additional features during the playing of the game is the physical classroom, and if

the students require prior knowledge to play the game (Mobley & Fisher, 2014). Teacher

should evaluate the cons and pros of game as an approach to promote the effectiveness of

games in the engagement of students in the lesson (Mobley & Fisher, 2014). Another

challenge for educators is to establish methods to make the abstract concepts in a way that

presents the concepts and theories more concrete (Kreiser & Hairston, 2007). That means

how to apply knowledge learnt from instructions (Kreiser & Hairston, 2007). Role play based

learning provides students with tangible and real-life experience to comprehend and value

the topic required to know in a funny environment (Kreiser & Hairston, 2007). Teachers

should recognise the impact of socialisation on the mental process of students by

appreciating the importance of interaction of students with their peers in the classroom

environment (Kreiser & Hairston, 2007). The games should have rules that can promote the

engagement of students in the materials used in the game (Favre, 2009). Through playing

and after the games, students should get effective feedback that can help to interact with

the materials, and to understand the aim of the game (Favre, 2009). It is important to track

the achievement of student with given effective advices on their performances (Lovell,

2014). A game should not consider a worksheet for assessment, but should be an

opportunity for students to participate in a teaching activity (Lovell, 2014).

In conclusion, kinaesthetic games provide students freedom to explore their creativity and

to practice skills through different subjects (Conner, 2011, Kandroudi & Bratitsis, 2012).

The curriculum and the content may require a change within a year or from cohort to cohort

(Favre, 2009). However, the strategies of GBL require a change because the abilities of

student vary from year to year, also the level of engagement will vary (Favre, 2009) All of

the research discussed above prove how the design of game based learning by a teacher can

be used to promote high levels of engagement starting from time, constructing aim, and

addressing the different abilities as the critical factor.

References:

Conner, T. (2011). ACADEMIC ENGAGEMENT RATINGS AND INSTRUCTIONAL PREFERENCES:

COMPARING BEHAVIORAL, COGNITIVE, AND EMOTIONAL ENGAGEMENT AMONG
THREE SCHOOL-AGE STUDENT COHORT. Review Of Higher Education & Self-Learning,
4(13), 52-66.
http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=8&sid=5973df6b-f552-
49ea-9675-c91b1ac1e504%40sessionmgr4009
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
Favre, L. R. (2009). Kinesthetic Instructional Strategies: Moving At-Risk Learners to Higher
Levels. Insights On Learning Disabilities, 6(1), 29-35.
http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=3&sid=57605f0e-
134c-4487-8494-60f6276af7d7%40sessionmgr4009
Fredricks, J.A., Blumenfeld, P.C., & Paris, 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:643dda3b4ffc02cb
c0c6ad828172c7a1
Johnson-Glenberg, M. C., Birchfield, D. A., Tolentino, L., & Koziupa, T. (2014). Collaborative
embodied learning in mixed reality motion-capture environments: Two science
studies. Journal Of Educational Psychology, 106(1), 86-104. Doi:10.1037/a0034008.
Kandroudi, M., & Bratitsis, T. (2012). Exploring the Educational Perspectives of XBOX
Kinect Based Video Games. European Conference on Games Based
Learning, 219-XIV. https://search.proquest.com/docview/1326330127?pq-
origsite=primo
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
Kreiser, B., & Hairston, R. (2007). Dance of the Chromosomes: A Kinetic Learning Approach
to Mitosis and Meiosis. Bioscene, 33(1), 6-10.
https://files.eric.ed.gov/fulltext/EJ849533.pdf
Lovell, M.A. (2014). Interactive Whiteboard Use: Changes in Teacher Pedagogy in Reading
Instruction in the Primary Grades. ProQuest Dissertations and Theses.
https://search.proquest.com/docview/1784313403/?pq-origsite=primo
Mobley, K., & Fisher, S. (2014). Ditching the Desks: Kinesthetic Learning in College
Classrooms. Social Studies, 105(6), 301-309. doi:10.1080/00377996.2014.951471
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
Pivec, P. (2009). Game-based Learning or Game-based Teaching? Becta, 1-24.
http://dera.ioe.ac.uk/1509/1/becta_2009_emergingtechnologies_games_report.pdf
PART B:
Interview Protocol:

The interviewer will introduce him/her self to the participants, the topic to
be addressed and the purpose of the studying. The interviewer will provide
consent forms for the participants to read, fill and sign. Consent form will be
collected from the participants. The questions will be open-ended in semi-
structured interview. The questions below can be used across different
subjects. The questions are based on the literature review to find and
compare teachers’ experiences on the use of kinaesthetic games in their
teaching strategies. The interviewee will use a voice recorder to collect data.

Questions:
1) How often do you used kinaesthetic based games in your teaching
strategies ?
2) Can you mention the kinaesthetic games used in your lesson?
3) Can you describe one of the most effective kinaesthetic games and
the less effective games?
4) What makes these games most or least effective in promoting the
engagement?
5) Can you describe how an effective game in promoting the
engagement of students based on these factors: time –physical
classroom- clear goal – clear instructions- challenge
6) Can you explain how these factors were implemented well in the
games to promote the engagement of students? What are the
modifications can be made to develop the game regarding these
factors?

7) Can you give evidence how the game used can promote:
a) Social development
b) Emotional development
c) Cognitive development
d) Physical development
8) Do you think that the kinaesthetic game can promote all these
development
9) How your kinaesthetic games can address the differentiation, and
promote the engagement of all students from different abilities
10) Can you explain if the Kinaesthetic games can address an effective
differentiation
11) How an effective feedback during the games and after can promote
the understanding of students on the content?
 12) How often you evaluate the effectiveness of the games used in your
teaching strategies, or add modification to the game?
The interview will ask more questions depending on the conversation
between interviewer and interviewee/s.

Western Sydney University

Dear Potential Participant:

I am working on a project titled ‘’ In stage 4, has the implementation of kinaesthetic games
promote the engagement of students in high school classrooms? ’’ 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 research is to study the effect of kinaesthetic games on the engagement of
students in high school, and to compare different games implemented by different teachers.
The collection of data will be collected by conducting interview with teachers.

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 describe my approach in using kinaesthetic games based learning
 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: ________________________________
Part C

Interview is considered as a productive tool to gain specific information on

any topic, and gives the research a more detailed picture on this topic (Boyce

& Neale, 2006). This research can help in gaining a greater understanding of

kinaesthetic based games used by teachers as an effective tool in promoting

student’s engagement and more detailed if teachers’ strategies considered

the different elements described in the literature review. Interview can be

applied later to conduct or improve survey questions when the group of our

research will conduct a survey (Qu & Dumay, 2011). Interview determines

key results, strengths and limitations of the data collected (Boyce &

Neale, 2006).

The protocol used in this research is semi-structured interviews in an

open environment, that allows for data to be collected without the

influence or impact on the quality of the research findings (Qu &

Dumay, 2011, DiCicco‐Bloom& Crabtree, 2006). The findings of the

interviewee is transferred in an unbiased and natural environment during

the interview (Brinkmann, 2016). The interview is designed by a complex

of open-ended questions (DiCicco‐Bloom& Crabtree, 2006). The

interviewer will apply probes during the conversation to gain more

specific responses (Qu & Dumay, 2011). The semi-structured interview

will be individual conducted to allow teachers the opportunity to speak

about their personal experiences (DiCicco‐Bloom& Crabtree, 2006). The

questions were created to address the issues identified in the literature

review, such as if the teachers consider time, physical classroom, address the

abilities of students. Also, if the game has a purpose and clear instruction

given to students. Teachers will represent their answers and strategies

in their own expressions (Qu & Dumay, 2011). It will help to understand

the pedagogies used by teachers and if they achieve the aim to

promote the engagement of students in high schools using kinaesthetic

games. The semi-structured open-ended questions can be difficult for

the interviewer to get similar codes or themes represented in the

literature review (Turner, 2010). In addition, this can decrease the bias

occurring during the study, and give more richness in data during the

coding process (Turner, 2010).

There are many factors that should be recognised during the interview

process, the way of recording the findings. Interview demands a careful

listening with note taking (Qu & Dumay, 2011). The interviewer will use a

voice recorder and take notes of key findings. In addition, the selection of

participants is important to gain more depth and abundance of data

that can help to understand the topic researched (DiCicco‐Bloom&

Crabtree, 2006). The participants should have enough experience not only
in teaching, but also in applying their games in their teaching strategies. The

findings of interview can help to distinguish between the different opinions

given by participants time to plan the games. In addition, the participants

can identify if they address the different factors in promoting the

engagement of students during the design of kinaesthetic games. All of these

can help the research to gain more insights in the quality of games applied

by participants and analyse the different quality of pedagogy used by

teachers (Qu & Dumay, 2011). The difference in opinions and findings will

allow for the data to be compared between the participants, and

according to the literature review (Boyce & Neale, 2006). The

opportunity of obtaining different data promote a more understanding

of the games used by teachers that can help to construct triangulation.

Also, triangulation provides to evaluate the effectiveness of data

through the comparison between distinct resources (Carter et al., 2014).

References

Boyce, C., & Neale, P. (2006). Conducting in-depth interviews: A guide for
designing and conducting in-depth interviews for evaluation input.
PATHFINDER INTERNATIONAL, 1-12.
https://kantakji.com/media/7520/c53.pdf

Brinkmann, S. (2016). Methodological breaching experiments: Steps

toward theorizing the qualitative interview. Culture & Psychology,
22(4), 520-533.
http://journals.sagepub.com.ezproxy.uws.edu.au/doi/pdf/10.117
7/1354067X16650816

Carter, N., Bryant-Lukosius, D., DiCenso, A., Blythe, J., & Neville, A. J. (2014). The Use of
Triangulation in Qualitative Research. Oncology Nursing Forum, 41(5), 545-547.
Doi:10.1188/14.ONF.545-547

DiCicco‐Bloom, B., & Crabtree, B.F. (2006). The qualitative research

interview. Medical Education, 40(4), 314-321.
https://onlinelibrary-wiley-
com.ezproxy.uws.edu.au/doi/full/10.1111/j.1365-
2929.2006.02418.x

Qu, S.Q., & Dumay, J. (2011). The qualitative research

interview. Qualitative Research in Accounting &
Management, 8(3), 238-264.
https://www.emeraldinsight.com/doi/full/10.1108/1176609111
1162070
Turner, Daniel W., III. (2010). Qualitative interview design: A practical
guide for novice investigators. The Qualitative Report, 15(3),
754-760. https://search.proquest.com/docview/578480397?pq-
origsite=gscholar