Cameron Rodgers 18381766

Research Teaching and Learning 2 (102097) Assessment 1

Part A Literature Review

How can a game-based approach positively influence classroom behaviour management,

within low socio-economic contexts?

Behaviour management within the classroom is one of the most difficult aspects
associated with teaching. Hartas (2011), states a significant contributor to the behaviour of a
class cohort, is socio-economic status. Hartas (2011), continues, that a school in a low-
socioeconomic context can negatively influence the behaviour dynamic within a classroom.
One approach to improve engagement and ultimately classroom behaviour, is a game-based
approach. A game-based approach is defined as, ‘the ability to utilise learning outcomes,
within a playful, interactive setting’ (Kapp, 2012, p. 1-12). This review will analyse literature,
to conclude if a game-based approach is an appropriate action to tackle negative classroom
behaviour within a low-socio-economic context.

In 2015, a longitudinal study was published by Thorston Daubenfeld & Dietmer

Zenker. The study conducted in Germany, consisted of the analysis of eight senior chemistry
classes utilising a game-based approach for an entire unit. Each class required four to five
hours of teaching time a week and all of this teaching was directed by a guide, which
consisted of games as a way of teaching the entire chemistry units. Daubenfeld & Zenker
(2015), found that utilising a game-based approach resulted in; increased student
motivation, increased voluntary study time, a decrease in negative behaviours and a
decrease in fail rate. This study was also reported by Subhash & Cudney (2018), supporting
the use of game-based approaches within German school systems, as it was found student
engagement significantly improves. This study highlights the improvement of student
performance and behaviours but doesn’t necessarily answer why it improved.

Following the previous article, one presented by Sung & Hwang (2013), also explores
the application of a game-based approach within classroom contexts. This cohort study,
conducted in Taiwan, analysed the use of collaborative, game-based classroom activities
within a science-curriculum context. The observations were directed over a six week period,
analysing four classes of differing abilities. Sung & Hwang (2013) were in particular,
analysing the approaches’ use in terms of classroom behaviour management. They found
that utilising a game-based approach within classes, had not only improved student
engagement but also student behaviour. It was stated that ‘time related to behaviour
management of classes decreased by around 27%’. This study has also been known as the
‘foundation of a game-based approach to classroom behaviour’ (Plass, Homer & Kinzer,
2015). Plass, Homer & Kinzer (2015), reviewed these findings and found that a game-based
approach strongly contributes to the psychological aspect of teaching that is otherwise,
overlooked in traditional methods. Whilst this study does display strong evidence for the use
of a game-based approach in terms of classroom management, it fails to outline specific
needs for low socio-economic contexts in countries such as Australia. Thus, lacking detail to
fully answer the research question.

Whilst there is strong evidence to reinforce the use of game-based approaches within
educational settings, there is some areas of concern to consider. One piece of literature that
highlights this is one by Qian & Clark (2016). This meta-analysis conducted in the United
States, analysed the validity of a game-based approach within a modern day, educational
setting. Qian & Clark (2012), found that there was a significant improvement of student
engagement and behaviour amongst studies. However, they found an alarming number of
studies stating that a game-based approach places a large amount of stress to a learner,

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when being assessed. They found 12 studies that identified similar negative traits of the
approach, regarding assessment. Consequently, these findings can be utilised when
implementing within classroom programs. For example, the use of a game-based approach
can be used for the teaching of learning outcomes, but the assessment can be achieved via
traditional or alternative methods. Therefore, the article by Qian & Clark (2016) somewhat
guides our potential answering of the research question. As it has been found that generated
stress by learning environments and activities results in negative behaviours (Gordon, 2001)
and these issues must be addressed when answering the research question.

In 2010, Cassar & Jang produced a small-scaled, exploratory study regarding a

game-based approach within low socio-economic, Australian school contexts. Cassar &
Jang (2010), analysed 40 year six students of differing levels, including learners with
attention defecit disorders and reading disabilities. They compared the use of traditional
methods of learning over a four-week period, to a game-based approach of the same
duration. Cassar & Jang (2010), found that utilising a game-based approach improved both
student engagement, behaviour and literacy performances. Shaw, Atvars, Humphrey & Sims
(2017), analysed this study and concluded that the use of a game-based approach to
learning is a great tool for not only teaching of outcomes but also the management of
behaviours, within a low socio-economic setting. Therefore, the literature by Cassar & Jang
both indicate strong links to the research question, highlighting a game-based approaches’
use within a low socio-economic, educational setting.

Whilst there is various pieces literature that convey the use of a game-based
approach within educational contexts, there is quite a limited amount of governmental
resources regarding the approach. However, in 2011 the Victorian Department of Education
and Early Childhood Development, constructed a paper on ‘game-based learning research
trials’. The underpinnings of this paper was ultimately to utilise findings to inform school
practice. The study analysed 38 classes including both primary and secondary cohorts. The
methodology of the study was to analyse the implementation of three different game styles
within classes, including; serious games, virtual games and game-based development. The
study found that serious games were good for student participation but also had the greatest
stress on students. The findings also highlighted that the use of virtual games resulted in
teachers feeling ‘distant’ from their students and unsure on their understanding. However, all
38 classes found success in game-based development, where the basic understandings
were taught and then applied in a game format. Pivec (2007), further amplifies that game-
based development is the most optimal form of a game-based approach, as it allows the
application of concepts in a fun, engaging manner. Therefore, the paper is a suitable guide
in order to inform educational practice on the approach of game-based methods. However,
whilst the paper did find the positive implications to a game-based approach, the document
failed to further apply these findings in modern practice or in different states. The study
should be replicated within other states and socio-economic contexts, in order to portray a
more accurate picture of a game-based approach.

In conclusion, it is evident that classroom practice strongly influences the

engagement and behaviour of students. Those within a low socio-economic context are
faced with greater behaviour barriers. This literature review that a game-based approach can
be advantageous to improve the participation, understanding and behaviour of students from
all socio-economic backgrounds. These findings can be further applied within teaching
practices of all key learning areas. However, whilst this review did find enormous success
with the application of a game-based approach further study should be conducted to identify
the reduction of stress and reproducibility.

Words: 1167

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References:

Cassar, A. G., & Jang, E. E. (2010). Investigating the effects of a game-based approach in

teaching word recognition and spelling to students with reading disabilities and
attention deficits. Australian Journal of Learning Difficulties, 15(2), 193-211.
doi:10.1080/19404151003796516
Daubenfeld, T., & Zenker, D. (2014). A game-based approach to an entire physical
chemistry course. Journal of Chemical Education, 92(2), 269-277.
doi:10.1021/ed5001697
Gordon, D. G. (2001). Classroom management problems and solutions. Music Educators
Journal, 88(2), 17. doi:10.2307/3399737
Hartas, D. (2011). The ecology of young children’s behaviour and social competence: child
characteristics, socio-economic factors and parenting. Oxford Review of
Education, 37(6), 763-783. doi:10.1080/03054985.2011.636226
Kapp, K. M. (2012). What is gamification? In The Gamification of Learning and Instruction:
Game-based Methods and Strategies for Training and Education (pp. 1-12).
Hoboken, NJ: John Wiley & Sons.
Pivec, M. (2007). Editorial: Play and learn: potentials of game-based learning. British Journal
of Educational Technology, 38(3), 387-393. doi:10.1111/j.1467-8535.2007.00722.x
Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of game-based
learning. Educational Psychologist, 50(4), 258-283. Retrieved from
https://www.tandfonline.com/doi/abs/10.1080/00461520.2015.1122533
Qian, M., & Clark, K. R. (2016). Game-based learning and 21st century skills: A review of
recent research. Computers in Human Behavior, 63, 50-58.
doi:10.1016/j.chb.2016.05.023
Shaw, C., Humphrey, O., Atvars, T., & Sims, S. (2017). Who they are and how to engage
them: A summary of the REACT systematic literature review of the ‘hard to reach’ in
higher education. The Journal of Educational Innovation, Partnership and
Change, 3(1), 51. doi:10.21100/jeipc.v3i1.685
Subhash, S., & Cudney, E. A. (2018). Gamified learning in higher education: A systematic
review of the literature. Computers in Human Behavior, 87, 192-206.
doi:10.1016/j.chb.2018.05.028
Sung, H., & Hwang, G. (2013). A collaborative game-based learning approach to improving
students' learning performance in science courses. Computers & Education, 63, 43-
51. doi:10.1016/j.compedu.2012.11.01
VIC Department of Education and Early Childhood Development. (2011). 2011 innovating
with technology games-based learning research trials. Retrieved from
https://www.education.vic.gov.au/Documents/about/research/findingsreport.pdf

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Part B Research Protocol

Dear Potential Participant:

I am working on a project titled ‘Game-based Approach to Behaviour Management’ 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 study conducted will analyse the use of a game-based approach in application, to
observe its influence on classroom behaviour. The study is aimed at the analysis of schools
particularly in low socio-economic areas, to find a strategy to combat negative classroom
behaviour. In order to achieve this, we will be seeking teacher consent to apply a game-
based approach to their classes and participate in an interview on their findings.

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 the use of a game-based approach applied for one lesson, as well as the
submission of an interview which shall be de-identified and gathered as data.
 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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Example Lesson Plan (PDHPE - Theory)

Subject: PDHPE Stage: 4

Syllabus Outcomes:
PD4-2: Examines and demonstrates the role help-seeking strategies and behaviours play
in supporting themselves and others.
Content: Health, Wellbeing & Relationships
 Evaluate strategies to manage personal, physical and social changes that occur as they
grow older.
- Investigate the changing nature of peer and family relationships as young
people become more independent and evaluate strategies, they use to
manage these changes.

Time: 60 minutes Students: 30

Time Learning Activities
Introduction: 5 As many words: Students will be asked to write as many words
minutes as they can about relationships. Students will be given a few
minutes and answers discussed as a class.
Body 1: 15 minutes Nearpod presentation: Students will participate in an interactive
Nearpod presentation. This presentation will include quizzes,
games and content slides. The aim of this presentation is to
introduce the understanding of change in relationships and
independence.
Body 2: 20 minutes Balloon game: Students will play a game which will display the
dynamics of relationships and independence. All students will be
blindfolded and will have to walk from one side of the room, to the
other, whilst keeping three balloons in the air. Once students
complete one walk, ask half to take off their blindfolds and stand to
the side. This will continue until there is one student left blind
folded, keeping the balloons in the air. Once the last student
standing has completed, a discussion will be created on how this
game simulates the ‘walk’ of independence that a young individual
will have to take in their lives.
Body 3: 15 minutes Moving obstacle course: Students will play another game which
will display the notion of change of one’s relationships. Students
will get into groups of 5. One group will create an obstacle course
using a variety of equipment (step ladder, cones, mini-hurdles).
Whilst the group is creating the obstacle course, the other groups
will face the wall in a line. Once the group is finished assembling
the course, the other groups will have to finish the course as
quickly as they can. Once students have completed the course,
another group will modify the course. This will continue until all
groups have created a course. Once the activity is over, a
discussion will be created on how change occurs and reactions to
change.
Conclusion: 5 Be the teacher: Students will be asked to state one thing that all
minutes students should understand after the lesson. If a student does not
understand, the group will become teachers and enlighten the
student.

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Interview Protocol

The teacher’s name, key learning area, demographic and other contexts will be established
at the commencement of the interview. The participant will be provided of Western Sydney
University research consent form and ensured that full understanding of the study is
provided. The interview will be conducted over a 5-15-minute period in a casual manner.
Time can be extended if consented by interviewee, if they wish to expand on points and
questions. Participants will be asked for their consent of the use of a recorder, which can be
turned off/on at any point throughout the interview. The basic interview framework is
attached below. However, due to the nature of the interview the structure may differ from
interview to interview. The framework in which this interview was guided was extracted from
Castillo-Montoya’s (2016) article on research interviews.

Type of Explanation of Example Questions Response

Question Question Type
Neutral, non- 1. ‘How did you find the lesson,
intrusive questions using a game-based approach?’
which aim at
Introductory gaining general 2. ‘What would you say your
Questions information, in a ‘typical’ teaching style is?’
non-threatening
manner. 3. ‘Can you tell me about how
you went about conducting the
lesson?’
Questions linked to 1. ‘Have you used a game-
the introductory based approach in lessons
questions to then previously?’
Transition lead to key
Questions questions. 2. ‘What were the major
differences you found between
this lesson and other lessons
you would typically teach?’
Closely related 1. ‘Did you find that using a
questions to the game-based, improved student
research question behaviour?’
and purpose of the
Key Questions study. 2. ‘Did you find any other
benefits or mismanagements
using a game-based approach?’

3. ‘Do you believe this approach

is ideal to use in low socio-
economic settings?’
Concluding 1. ‘In terms of using a game-
questions that are based approach, what would
simplistic to answer you change and keep the
and provide an same?’
Closing opportunity for
Questions closure. 2. ‘Before we conclude, was
there anything about your
experience you’d wish to
discuss?’

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Part C Data Collection

The protocols displayed above include differing forms of research methodologies,

including implementation-reflection interviews. Irez (2007), states that implementing a
practice for individuals, then interviewing them on the reflections of their experience’s allows
for pronounced qualitative research results. Implementing a game-based approach lesson
plan, such the one found in Example Lesson Plan (PDHPE - Theory), allows for this method
of research to occur. This research method also allows for data collection to be easily
collected on both a large and small scale (Oliver, Serovich & Mason, 2005). Therefore, the
approach taken is one that allows for the most valid source of data collection.

The approach in which the interviews were conducted, was one in a semi-structured,
outlined manner. This approach not only allows for the greatest reproducibility of the
interview also allows for the greatest comparison of qualitative studies (Castillo-Montoya,
2016). Having this ‘casual’ approach creates a simpler connection between interviewer and
interviewee. Qu & Dumay (2011), states that a casual interview approach allows a research
participant to feel comfortable to express their beliefs, opinions and experiences. Thus,
adopting this interview approach permits for a valid and reliable collection of qualitative data.

In relation to the subtopic of a game-based approach, this method of data collection

can aid in answering both the subtopic and research question. Pathak & Intratat (2012),
explains that utilising the research methodology of interviews, can answer multiple questions
other than the one at hand. Results from interview data can be malleable, as experiences
and opinions can apply to multiple topics of the same genre (Kriger, 2019). The results that
would succumb from the interview findings can not only highlight the sub topic but also
assisting in answering the overarching research question of ‘positively influencing behaviour
management.

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References:

Castillo-Montoya, M. (2016). Preparing for interview research: The interview protocol

refinement framework. Qualitative Report, 21(5), 811-831. Retrieved from
https://web.a.ebscohost.com/abstract?direct=true&profile=ehost&scope
Irez, S. (2007). Reflection-oriented qualitative approach in beliefs research. EURASIA
Journal of Mathematics, Science and Technology Education, 3(1), 17-27.
doi:10.12973/ejmste/75370
Kriger, D. (2019). Malleable methodologies: Sculpting and imagination in embodied health
research. International Journal of Qualitative Methods, 18, 160940691880495.
doi:10.1177/1609406918804955
Oliver, D. G., Serovich, J. M., & Mason, T. L. (2005). Constraints and opportunities with
interview transcription: Towards reflection in qualitative research. Social
Forces, 84(2), 1273-1289. doi:10.1353/sof.2006.0023
Pathak, A., & Intratat, C. (2012). Use of semi-structured interviews to investigate teacher
perceptions of student collaboration. Malaysian Journal of ELT Research, 8, 36-48.
Retrieved from http://journals.melta.org.my/index.php/majer/article/view/149
Qu, S. Q., & Dumay, J. (2011). The qualitative research interview. Qualitative Research in
Accounting & Management, 8(3), 238-264. Retrieved from
https://doi.org/10.1108/11766091111162070