The Impact of Interactive Game-Based Media on Enhancing Positive Discipline in Preschool Children
DOI:
https://doi.org/10.52783/jns.v14.1789Keywords:
Interactive Game-Based Media, Positive Discipline, Preschool Children, Early Childhood Education, Behavioral EnhancementAbstract
Positive discipline strategies are crucial for fostering healthy behavioral development in preschool children. Concurrently, the integration of interactive game-based media in educational settings has surged, offering innovative approaches to early childhood education. However, the effectiveness of these digital interventions in promoting positive disciplinary behaviors remains underexplored. This study aims to evaluate the effectiveness of interactive game-based media in enhancing positive discipline among preschool children. It further seeks to identify specific game elements that contribute to behavioral improvements. Utilizing a quasi-experimental design, the study involved 120 preschool children aged three to five years from diverse socioeconomic backgrounds. Participants were randomly assigned to either the intervention group, which engaged with specially designed interactive educational games focused on positive discipline principles, or a control group receiving traditional behavioral guidance methods. The intervention spanned eight weeks, with sessions conducted three times weekly. Data on positive discipline behaviors were collected through observational checklists and parent/teacher questionnaires administered pre-and post-intervention. Statistical analyses, including ANOVA and regression models, were employed to assess the impact of the game-based media. The intervention group demonstrated a significant increase in positive disciplinary behaviors compared to the control group (p < 0.01). Specific game elements, such as interactive storytelling and reward systems, were strongly associated with improvements in self-regulation and cooperative behaviors. Qualitative feedback indicated enhanced engagement and motivation among children interacting with the game-based media. Interactive game-based media effectively enhance positive discipline in preschool children, offering a viable complement to traditional behavioral strategies. These findings suggest that incorporating thoughtfully designed digital tools into early childhood curricula can support educators and parents in fostering desirable behavioral outcomes. Future research should explore long-term effects and the applicability of such interventions across diverse cultural contexts.
Downloads
Metrics
References
Alam, M., Hickie, I. B., Poulsen, A., Ekambareshwar, M., Loblay, V., Crouse, J., Hindmarsh, G., Song, Y. J. C., Yoon, A., Cha, G., Wilson, C., Sweeney-Nash, M., Troy, J., & Lamonica, H. M. (2023). Parenting app to support socio-emotional and cognitive development in early childhood: Iterative codesign learnings from nine low-income and middle-income countries. BMJ Open, 13(5). https://doi.org/10.1136/bmjopen-2022-071232
Bandura, A. (2012). On the functional properties of perceived self-efficacy revisited. In Journal of management (Vol. 38, Issue 1, pp. 9–44). Sage Publications Sage CA: Los Angeles, CA.
Burns, S., Hoan, E., Hreno, S., Yu, E., Brathwaite, L., Wiebe, J. P., White, L. A., Dhuey, E., & Perlman, M. (2024). Navigating technology in the classroom: a scoping review of technology use during peer collaboration in early educational settings. Educational Review. https://doi.org/10.1080/00131911.2024.2336970
de Jong, L., Meirink, J., & Admiraal, W. (2022). School-based collaboration as a learning context for teachers: A systematic review. International Journal of Educational Research, 112. https://doi.org/10.1016/j.ijer.2022.101927
Demir, M. (2024). A taxonomy of social media for learning. Computers & Education, 218, 105091. https://doi.org/https://doi.org/10.1016/j.compedu.2024.105091
Hassan, A., Pathan, H., Kotamjani, S. S., Abbas Hamza, S. M., & Rastogi, R. (2024). Analyzing the Deep Learning-Based Mobile Environment in Educational Institutions. International Journal of Interactive Mobile Technologies (IJIM), 18(09), 155–166. https://doi.org/10.3991/ijim.v18i09.49029
Hoang, N. P. T., Ma, T., Silverwood, A. J., & Sanders, M. R. (2024). Place-based approach to support children’s development towards sustainable development goals: A scoping review of current effort and future agenda. Children and Youth Services Review, 164. https://doi.org/10.1016/j.childyouth.2024.107873
Liu, C. C., Lee, A. S. Y., & Chung, K. K. H. (2024). The role of cumulative family risks in the relationship between executive functioning and school readiness. Children and Youth Services Review, 164, 107874. https://doi.org/https://doi.org/10.1016/j.childyouth.2024.107874
Ma, R., Chen, D., De Alwis, J., & Xu, W. (2024). Mindful parenting, internalized and externalized problem behaviors among children: A latent cross-lagged model. Children and Youth Services Review, 161, 107667. https://doi.org/https://doi.org/10.1016/j.childyouth.2024.107667
Menna, T., Ali, A., & Worku, A. (2015). Effects of peer education intervention on HIV/AIDS related sexual behaviors of secondary school students in Addis Ababa, Ethiopia: A quasi-experimental study. Reproductive Health, 12(1). https://doi.org/10.1186/s12978-015-0077-9
Miao, C., Humphrey, R. H., & Qian, S. (2017). Are the emotionally intelligent good citizens or counterproductive ? A meta-analysis of emotional intelligence and its relationships with organizational citizenship behavior and counterproductive work behavior. Personality and Individual Differences, 116, 144–156. https://doi.org/10.1016/j.paid.2017.04.015
Muir, R. A., Howard, S. J., & Kervin, L. (2023). Interventions and Approaches Targeting Early Self-Regulation or Executive Functioning in Preschools: A Systematic Review. In Educational Psychology Review (Vol. 35, Issue 1). Springer US. https://doi.org/10.1007/s10648-023-09740-6
Muslim, S., Fathoni, A., Kusumawati, N., & Rahmadyanti, E. (2020). Critical study of stem-based learning in order to develop century skills 21. Journal of Physics: Conference Series, 1569(2). https://doi.org/10.1088/1742-6596/1569/2/022020
Oktriono, K., Fernando, E., Carolina, M., Carolina, M., Tedja, R. T., & Anutariya, C. (2020). The analysis of behavioral usage factor of social media on university student learning. Proceedings of 2020 International Conference on Information Management and Technology, ICIMTech 2020, 254–259. https://doi.org/10.1109/ICIMTech50083.2020.9211240
Rauschnabel, P. A., Felix, R., Heller, J., & Hinsch, C. (2024). The 4C framework: Towards a holistic understanding of consumer engagement with augmented reality. Computers in Human Behavior, 154, 108105. https://doi.org/https://doi.org/10.1016/j.chb.2023.108105
Riana, N., Putri, F. E., & Jarudin. (2024). Game-Based Educational Monopoly ( Monotif ) to Improve Early Childhood Cognitive Abilities in Arithmetic. Naturalista Campano, 28(1), 1143–1148. https://revistas.unilasalle.edu.br/index.php/conhecimento_diversidade/article/view/11680
Ryan, R. M., & Deci, E. L. (1985). Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being Self-Determination Theory. Ryan.
Sand, H., Sticca, F., Eichelberger, D. A., Wehrle, F. M., Simoni, H., Jenni, O. G., & Lannen, P. (2024). Raised in conditions of psychosocial deprivation: Effects of infant institutionalization on early development. Children and Youth Services Review, 163, 107718. https://doi.org/https://doi.org/10.1016/j.childyouth.2024.107718
Serino, G., Mareschal, D., Scerif, G., & Kirkham, N. (2024). Playing hide and seek: Contextual regularity learning develops between 3 and 5 years of age. Journal of Experimental Child Psychology, 238, 105795. https://doi.org/https://doi.org/10.1016/j.jecp.2023.105795
Smith, K. (2019). Children’s voices and gender pedagogies for equity in and out of early childhood classrooms. In Educating for Social Justice in Early Childhood (pp. 34–45). Taylor and Francis. https://doi.org/10.4324/9780429283970-3
Stefanidis, K., Psaltis, A., Apostolakis, K. C., Dimitropoulos, K., & Daras, P. (2019). Learning prosocial skills through multiadaptive games: a case study. Journal of Computers in Education, 6(1), 167–190. https://doi.org/10.1007/s40692-019-00134-8
Voicu, C. D. (2018). The particularities of teacher-child relationship that supports socio-emotional development of preschool children. International Multidisciplinary Scientific Conference on the Dialogue between Sciences & Arts, Religion & Education, 275–280. https://doi.org/10.26520/mcdsare.2018.2.
Wang, S., & Chen, L. (2024). Father involvement in centre-based early childhood programs: A systematic review. Children and Youth Services Review, 157, 107407. https://doi.org/https://doi.org/10.1016/j.childyouth.2023.107407
Wang, X., Tian, F., & Wang, P. (2024). Childhood psychological maltreatment predicts adolescents’ bullying victimization: Deviant peer affiliation and teacher-student relationships as moderators. Children and Youth Services Review, 163, 107814. https://doi.org/https://doi.org/10.1016/j.childyouth.2024.107814
Zhang, L., Liu, D., Li, J., Wan, C., & Liu, X. (2024). Exploring linguistic features and user engagement in Chinese online mental health counseling. Heliyon, 10(19), e38042. https://doi.org/https://doi.org/10.1016/j.heliyon.2024.e38042
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
Terms:
- Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
