The impact of values education through educational games on peer bullying

In this study, it was aimed to examine the effect of educational games applied within the scope of values education on peer bullying. In the research, a quasi-experimental design with pre-test and post-test control groups, one of the experimental models, was used. The research group consisted of a total of 54 seventh-grade students (two classes), 27 in the experimental group and 27 in the control group. In determining the study group, two classes where bullying problems were more intensely experienced were selected. As data collection tools in the study, a personal information form prepared by the researcher, a daily reflective evaluation form for students, and the "Empathy Scale for Victims of Peer Bullying" developed by Pöyhönen et al. (2008) and adapted into Turkish by Nalbant et al. (2018) were used. The reflective evaluation form developed by the researcher consisted of 12 questions. The form included four sub-dimensions (verbal bullying, physical bullying, social bullying, and cyberbullying). From the beginning of the implementation, students filled out this form at the end of each lesson for 12 weeks. Throughout the process, educational games designed and adapted within the scope of values education were implemented for one lesson hour per week for a total of 12 weeks. In data analysis, one-way covariance analysis (ANCOVA) was used for quantitative data. In the reflective evaluation form, a dependent samples t-test was conducted to test the difference between the data obtained in the first and last weeks. In addition, mean graphs were prepared for each sub-dimension (verbal, physical, social, cyber). According to the analysis results, a significant difference was found between the total scores of the experimental and control groups (p<.05), no significant difference was found according to the gender variable (p>.05), and a significant difference was determined according to the interaction of the academic achievement variable with the group (p<.05). According to the findings obtained from the daily reflective evaluation form, a decrease was observed in all four sub-dimensions of peer bullying. The results of the dependent samples t-test also revealed significant differences in all four dimensions. As a result of the findings, it was shown that value-based educational games can reduce peer bullying. In conclusion, it was determined that educational games applied within the scope of values education improved students' empathetic behaviors and reduced bullying behaviors. The results obtained from the research revealed that educational games played within the scope of values education had a positive effect on peer bullying.