Voces y Silencios. Revista Latinoamericana de Educación

Voces silec. rev. latinoam. educ. | eISSN 2215-8421

Teaching styles: a game-based learning intervention

No. 1 (2024-02-28)
https://doi.org/10.18175/VyS15.1.2024.1

Abstract

This research article presents the results of an evaluative and mixed instrumental case study that aimed to evaluate how the pedagogical use of the game ‘¡Aye!’ could contribute to the development of authoritative teaching styles. An intervention based on game-based learning was implemented and evaluated with 13 teachers (3 men) from Bogotá, Colombia. Information was collected from a self-report questionnaire on teaching styles (before and after the intervention), observations (during the intervention) and in-depth interviews (six months after the intervention). Data from the questionnaires were analyzed through descriptive statistics, and those from the observations and interviews through qualitative content analysis. The results showed that the teachers reported an increase in their attitudes and behaviors associated with authoritative teaching styles, and that the game favored the capacity of the teachers to lead their classrooms promoting students’ participation and autonomy, as well as teachers’ positive affect towards their students. Results are discussed in light of their implications for innovation in teacher training processes related to classroom management skills.

Keywords: teacher authority, educational games, game-based learning, teacher education

References

Aldhafri, S. & Alrajhi, M. (2014). The predictive role of teaching styles on Omani students’ mathematics motivation. International Education Studies, 7 (6), 135-144. https://doi.org/10.5539/IES.V7N6P135

Ansari, A. Hofkens, T. L. & Pianta, R. C. (2020). Teacher-student relationships across the first seven years of education and adolescent outcomes. Journal of Applied Developmental Psychology, 71, 101200. https://doi.org/10.1016/j.appdev.2020.101200

Baker, J. A., Clark, T. P., Crowl, A. & Carlson, J. S. (2009). The influence of authoritative teaching on children’s school adjustment. School Psychology International, 30 (4), 374-382. https://doi.org/10.1177/0143034309106945

Barnas, M. (2001). ‘Parenting’ students: Applying developmental psychology to the classroom. Teaching Psychology, 27 (4), 276-277.

Bassett, J. F., Snyder, T. L., Rogers, D. T. & Collins, C. L. (2013). Permissive, authoritarian, and authoritative instructors: Applying the concept of parenting styles to the college classroom. Individual Differences Research, 11 (1), 1-11.

Baumrind, D. (1966). Effects of authoritative parental control on child behavior. Child Development, 37, 887-907. https://doi.org/10.2307/1126611

Baumrind, D. (1991). Parenting styles and adolescent development. En R. M. Lerner, A. C. Petersen y J. Brooks-Gunn (eds.), Encyclopedia of Adolescence, Vol. II (pp. 746-758). Nueva York: Garland.

Bernstein, D. A. (2021). Teaching styles and troublesome students. Canadian Psychology / Psychologie canadienne, 62 (4), 367-376. https://doi.org/10.1037/cap0000279

Boghian, I., Cojocariu, V., Popescu, C. & Mâţ, L. (2019). Game-based learning: Using board games in adult education. Journal of Educational Sciences & Psychology, 9 (1), 51-57.

Dever, B. & Karabenick, S. A. (2011) Is authoritative teaching beneficial for all students? A multi-level model of the effects of teaching style on interest and achievement. School Psychology Quarterly, 26 (2), 131-144. https://doi.org/10.1037/a0022985

García-Moya, I. (2020). The importance of student-teacher relationships for wellbeing in schools. En The importance of connectedness in student-teacher relationships. Palgrave Pivot, Cham. https://doi.org/10.1007/978-3-030-43446-5_1

Garris, R., Ahlers, R. & Driskell, J. E. (2002). Games, motivation, and learning: A research and practice model. Simulation & Gaming, 33 (4), 441-467. https://doi.org/10.1177/1046878102238607

Gee, J. P. (2007). What video games have to teach us about learning and literacy (Revised and updated edition). Nueva York: Palgrave Macmillan.

Gibbs, G. (2018). Analyzing qualitative data. (Second edition). Londres: Sage.

Gilliam, M., Jagoda, P., Fabiyi, C., Lyman, P., Wilson, C., Hill, B. & Bouris, A. (2017). Alternate Reality Games as an informal learning tool for generating stem engagement among underrepresented youth: A qualitative evaluation of the source. Journal of Science Education and Technology, 26 (3), 295-308. https://doi.org/10.1007/s10956-016-9679-4

Hamari, J., Shernoff, D. J., Rowe, E., Coller, B., Asbell-Clarke, J. & Edwards, T. (2016). Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning. Computers in Human Behavior, 54, 170-179. https://doi.org/10.1016/j.chb.2015.07.045

Johnson, R. B. & Christensen, L. B. (2014). Educational research: Quantitative, qualitative, and mixed approaches (5th Edition). Londres: Sage.

Kim, S., Spadafora, N., Craig, W., Volk., A. & Zhang, L. (2021). Disciplinary structure and teacher support in Chinese and Canadian schools: Examining how authoritative disciplinary practices protect youth involved in bullying at school. School Mental Health, 13, 501-517. https://doi-org.ezproxy.uniandes.edu.co/10.1007/s12310-021-09431-z

Kirriemuir, J. & McFarlane, A. (2004). Literature review in games and learning (Vol. 8). Futurelab.

Kloo, M., Thornberg, R. & Wänström, L. (2023). Classroom-level authoritative teaching and its associations with bullying perpetration and victimization. Journal of School Violence, 22 (2), 276-289. https://doi.org/10.1080/15388220.2023.2180746

Maccoby, E. E. & Martin, J. A. (1983). Socialization in the context of the family: Parent-child interaction. En P. H. Mussen y E. M. Hetherington (eds.), Handbook of child psychology (4th ed., Vol. 4 (pp. 1-101). Nueva York: Wiley.

Mao, W., Cui, Y., Chiu, M. M. & Lei, H. (2022). Effects of game-based learning on students’ critical thinking: A meta-analysis. Journal of Educational Computing Research, 59 (8), 1682-1708. https://doi.org/10.1177/07356331211007098

Papoutsi, C., Drigas, A. & Skianis, C. (2022) Serious games for emotional intelligence’s skills development for inner balance and quality of life-a literature review. Retos, 46, 199-208. https://doi.org/10.47197/retos.v46.91866

Pinquart, M. & Kauser, R. (2018). Do the associations of parenting styles with behavior problems and academic achievement vary by culture? Results from a meta-analysis. Cultural Diversity and Ethnic Minority Psychology, 24 (1), 75-100. https://doi.org/10.1037/cdp0000149

Plass, J., Homer, B. & Kinzer, C. (2015). Foundations of game-based learning. Educational Psychologist, 50 (4), 258-283. https://doi.org/10.1080/00461520.2015.1122533

Qian, M. & Clark, K. (2016). Game-based learning and 21st century skills: A review of recent research. Computers in Human Behavior, 63, 50-58. https://doi.org/10.1016/j.chb.2016.05.023

Romero, M., Usart, M. & Ott, M. (2015). Can serious games contribute to developing and sustaining 21st century skills? Games and Culture, 10 (2), 148-177. https://doi.org/10.1177/1555412014548919

Scriven, D. H. (1967). The methodology of evaluation. En R. W. Tyler, R. M. Gagne y M. Scriven (eds.), Perspectives of curriculum evaluation (pp. 39-83). Chicago: Rand McNally.

Squire, K. & Dikkers, S. (2011). Amplifications of learning: Use of mobile media devices among youth. The International Journal of Research into New Media Technologies, 18 (4), 445e464. https://doi.org/10.1177/ 1354856511429646

Stake, R. (1995). The art of case study research. Londres: Sage Publications.

Walker, J. M. T. (2008). Looking at teacher practices through the lens of parenting style. Journal of Experimental Education, 76 (2), 218-240. https://doi.org/10.3200/JEXE.76.2.218-240

Walker, J. M. T. (2009). Authoritative classroom management: How control and nurturance work together. Theory Into Practice, 48, 122-129.

Wentzel, K. R. (2002). Are effective teachers like good parents? Teaching styles and student adjustment in early adolescence. Child Development, 73 (2), 287-301. https://doi.org/10.1111/1467-8624.00406

Westera, W. (2019). Why and how serious games can become far more effective: Accommodating productive learning experiences, learner motivation and the monitoring of learning gains. Educational Technology & Society, 22 (1), 59-69.