Profile: Issues in Teachers' Professional Development

Video Games

A video game is a piece of digital entertainment software developed primarily for users to have fun by controlling images in a make-believe world displayed on a screen. Different types of video games satisfy customers’ diverse expectations, so their focus and purpose vary widely and are constantly evolving. For Moreno Cantano and Venegas Ramos (2020), video games are “simulators which implicitly carry in their design the rules, mechanics, narratives, evils and adventures of our present reality, so they contribute greatly to ‘reordering’ . . . the complexity of the world that surrounds us in a playful way” (p. 4).

Video games can aid the development of several abilities that are paramount to learning (Ashinoff, 2014). As suggested earlier, they can help students improve not only their communicative skills (González Osorio et al., 2020; Toufik & Sarnou, 2021) but also their sociocritical thinking skills (Fonseca et al., 2023; Pineda-Martinez et al., 2023), which are fundamental to face complex real-life situations. To accomplish these goals, however, a video game must be carefully selected based on its storyline and underlying message, vis-à-vis students’ ages and learning needs. These two main characteristics are crucial to using video games as a central component of any effective pedagogical intervention.

Critical Digital Literacy

CDL refers to the ability to analyze, question, and understand the digital world more deeply. It encompasses knowledge of how to use digital tools and the ability to recognize hidden messages in online spaces. In other words, CDL highlights students’ competence in symbolically reconstructing the world as they develop a deeper understanding of its organization, especially when interacting with digital media (Luke, 2013).

Digital resources and social media influence how people comprehend reality and interact with it. These platforms have created a space that affects how people perceive themselves, leading to challenges with self-concept, body image, and self-esteem, which can be shaped by how they relate to others online (Meilinda et al., 2020). According to Darvin (2017):

[CDL] examines how the operation of power within digital contexts shapes knowledge, identities, social relations, and formations in ways that privilege some and marginalize others. It equips learners with tools to examine the linguistic and nonlinguistic features of digital media, to identify their embedded biases and assumptions, to access the truth. (p. 2)

Context

Located in northwestern Medellín, the private school where the study was conducted offers bilingual, trilingual, and basic language-learning modalities in a peaceful, semi-rural environment. The community is made up of middle and high-income families. The school has modern facilities that support the teaching and learning process. Each classroom, for example, is equipped with advanced technological resources such as air conditioning, a projection screen, computers, and internet access, ensuring an optimal setting for learning English with digital tools.

As stated in official school policies, one of the main components of the school’s mission is to promote students’ critical thinking and problem-solving skills by providing them with tools to navigate the digital world as they engage in the guided use of media and new technologies. The goal is to educate critical, well-informed technology users who can actively engage with the dynamics of the modern world.

The school’s teaching approach focuses on developing competencies through meaningful learning experiences. Teachers promote the development of interpretive, argumentative, and proactive skills (such as suggesting hypotheses, proposing solutions, making decisions, or acting in the face of social conflicts) through strategies such as project work, problem-solving, and teaching for understanding. Students take English classes five times a week, for a total of eight face-to-face instructional hours. Four of these hours are allocated for conversation clubs and one for English reading clubs.

The school, however, is not exempt from bullying, which has become a major issue in recent years. Students are often victims of verbal aggression aimed at their appearance, customs, or personalities. Besides, they suffer physical attacks such as pushes or punches. These forms of bullying have brought about issues such as depression, anxiety, emotional distress, and low self-esteem in students.

On the other hand, one of the researchers was the participating students’ English teacher. As a member of the teaching staff, he had direct access to the school, which facilitated obtaining formal authorization to conduct the study. Moreover, his dual role as a teacher-researcher helped build trust, enabling students to participate in study-related activities and become familiar with other members of the research team who assisted with data collection.

Participants

The pedagogical intervention was conducted with two sixth-grade groups comprising 38 students aged 11 through 13. The groups comprised 17 boys and 21 girls from Venezuela (3) and Colombia (35). The participants’ English proficiency level ranged from A2 to B1.¹ In addition, students came from middle- and high-income families, so they had access to various technological resources, including cell phones, tablets, computers, and consoles. This familiarity with digital technologies enabled them to play video games regularly.

Although two groups of sixth-grade students were initially invited to participate in the study, competing extracurricular activities and the subsequent loss of English class hours with one of the groups forced us to collect data only with the other. Therefore, although both groups received the intervention to ensure equal learning opportunities, data were collected from 22 participants in one group.

Following a homogeneous sampling method, we selected participants with similar characteristics (i.e., age, social background, educational level, and school context). This measure was key to the research design, particularly as we decided to use focus groups. By bringing together students who shared similar cultural capital regarding their use of technology and their experiences with bullying, we ensured that they understood each other and could articulate a collective understanding of the issues under study. Shaheen et al. (2019) state that “focus group interviews concentrate on homogeneous groups . . . bringing individuals from similar contexts to participate in a group interview” (p. 31).

To ensure compliance with ethical standards, we requested permission from the institution to carry out the study. The authorization letter, signed by the school authorities, described the study’s objectives, methodology, and ethical considerations. This measure enabled the study to be conducted while maintaining confidentiality and ensuring the exclusive use of data for research purposes. Further, since the students were underage, we obtained the participants’ verbal assent and their parents’ or legal guardians’ informed consent for their participation in the study.

Pedagogical Intervention

For the pedagogical intervention, we selected specific parts from the video game Life is Strange, which is set in the fictional city of Arcadia Bay. The main character, Max Caulfield, is a student at the make-believe Blackwell Academy, where one of the central themes is bullying. Kate Marsh, the co-protagonist, endures both online and face-to-face bullying from her peers. As players take on the role of Max, who can rewind time, they must make decisions about other characters (including Kate), consider the consequences of their actions, and go back in time to explore alternative outcomes.

The pedagogical intervention was developed in four class sessions. In the first session, participants discussed their previous experiences with video games and the benefits they attributed to them. In addition, we explored their vicarious and firsthand experiences with bullying, both in and outside of school, which helped introduce the topic and prepare the students for the following activities.

In the second session, the video game was introduced. Students were organized into teams that took turns playing Life is Strange on a console connected to a TV screen. While one team played, the others had to remain silent and observe how the story unfolded as decisions were made. At the end, each group wrote a reflective text answering the question: “In the video game, Maxine Caulfield sometimes must choose between helping others or herself. How can we balance our needs with those of the community?”

In the third session, we carried out an interactive technique involving a problem tree. Initially, the technique was explained, and the students were then organized into teams of 3 to 4. They answered a series of questions about what happened in the video game and how it connected to real-life experiences. Finally, we opened a space for dialogue in which members of each team had a chance to share its conclusions.

In the fourth session, the teacher led a reflective discussion, posing questions to each group to deepen their answers and encourage critical reflection. The questions were:

• How do bullying situations in the video game relate to your own personal lives and experiences?

• Can you remember any example in which you have been a bully, a victim, or an observer of bullying?

• How does bullying influence the way we feel in video games and real-life scenarios?

• What decisions did you make in each of the situations, and what consequences did they have?

• From the video game and your own experiences, do you think you will begin to participate in the prevention of bullying directly or indirectly?

• How do you think the application of these video games can positively influence interpersonal relationships and the educational community?

Data Collection

Data collection expanded over two weeks. Students received a one-hour class session every day, for a total of 10 sessions, distributed as follows: four sessions for game play, three sessions to complete the interactive technique, and three sessions for the focus group discussion.

Interactive Technique: Problem Tree

The problem tree interactive technique was developed over three class sessions. As described by Veselý (2008), a problem tree is a universal heuristic for identifying, prioritizing, and visualizing problems, providing a framework for analyzing their causes and effects. To guide the reflection on bullying, the problem-tree activity was divided into three sections: one focused on the video game (see Figure 1), another on real life (see Figure 2), and the final one for class discussion.

Figure 1: Parts of the Tree: Video Game

Figure 2: Parts of the Tree: Real Life

This technique followed the stages of preparation, reflection, expression, interpretation, analysis, and evaluation (Abad Olaya, 2024). In the first week, the meaning of each part of the tree was explained: the roots corresponded to the context of the city; the trunk symbolized the school context, the branches represented specific bullying situations in both the video game and real life, the leaves reflected problem-solving alternatives, the fruits represented decisions and their consequences, and the flowers evidenced strategies for bullying prevention.

Then, teams of 3 to 4 people were formed to dialogue and write their answers on a Padlet (version 215.8.0). They had a week to answer the questions posed for each part of the tree. In the second week, teams shared their answers to encourage collective reflection. Finally, a whole-class discussion was held to interpret the findings. These activities were followed by an analysis of the data done by the researchers. Then, the problem tree activity was evaluated, and the results were shared with the students in a separate session that helped ensure democratic and catalytic validity (Burns, 1999).

Data Analysis

In keeping with standard approaches for qualitative data analysis (Saldaña, 2013; Savin-Baden & Howell Major, 2013; Taylor-Powell & Renner, 2003), we followed a six-step plan to analyze the information obtained through the interactive technique and the focus group. Using Padlet to record the participants’ answers ensured we had easy, permanent access to the data, which we first reread several times to become familiar with it.

The second and third steps involved segmenting and coding the data. Individual sessions of in-vivo coding gave way to subsequent sessions of analytical coding, once the category scheme was consolidated in whole-team discussions. During those discussions, as a team and with the advisor, we refined the initial codes, adjusting them to correct overly broad, vague, or repetitive ones.

For the fourth step, categorizing, we grouped similarly coded data into broader pre-set categories (video games, critical digital literacy, and bullying) using an Excel worksheet for further organization and analysis. Within each broad category, we identified and defined subcategories that more specifically represented nuanced aspects of the data.

During this process, new categories emerged and were incorporated into the category scheme, which allowed for a deeper understanding of the constructs addressed in the study. The resulting structure was organized into two main axes: (a) analysis of bullying in both the video game and real life, and (b) development of CDL. Tables 2 and 3 show these category schemes. Finally, for the fifth and sixth steps, converting and creating, we drew patterns, connections, and relationships within and between categories. Then, we consolidated our findings by presenting them in tables and figures and comparing them with existing research.

Methodological Integrity

To ensure the study’s trustworthiness, we implemented three key strategies based on Shenton (2004). First, we achieved triangulation of researchers by having each team member analyze portions of the data individually, then coming together to compare our coding and validate our individual analyses in team discussions. This made it possible to identify coincidences, harmonize differences, and curb individual biases, ensuring a more accurate interpretation.

Second, we held regular debriefing sessions with our advisor to discuss progress, receive feedback, and consider different perspectives. These sessions helped us detect potential errors, evaluate alternatives, and improve our approach to data collection and analysis. In addition, sessions were key to minimizing bias in interpreting the data and ensuring that our conclusions were accurately supported by them.

Third, during and at the end of the data collection process, we held member-checking sessions with the participants. On the one hand, they had the opportunity to revise their transcripts and confirm that their words accurately reflected what they intended to express, allowing them to correct potential misunderstandings. On the other hand, at the end of the data analysis, they had the opportunity to verify the accuracy of our findings, which helped strengthen the credibility of our analysis.

Bullying in Life is Strange

As indicated in Table 2, participants analyzed bullying in both the video game and real life in terms of its causes, manifestations, and possible responses. The causes that students identified in the video game included environmental contamination; social degradation resulting from an unequal division of classes; and the trafficking, sales, and abuse of drugs. During the interactive technique, when asked to describe the setting in which the storyline takes place, some students mentioned:

The environment is a mix of many issues, including noise and pollution. (Participant 2)²

The school is big, and there is a lot of bullying; the hallways are dirty. (Participant 5)

Everything is divided like a pyramid of social classes. (Participant 3)

It’s a lonely place; uncomfortable and dangerous situations are experienced, and there are many ill-intentioned people with unequal privileges. (Participant 6)

It feels like the environment of a small town in the United States, where people sell drugs to high school students to make money. (Participant 4)

The participants also explored the psychological, physical, and gender-based manifestations of bullying in the video game. On a psychological level, students highlighted a stressful and disorderly environment that generates mental distress. On a physical level, they identified aggression, violence, and the use of illegal weapons. Regarding gender-based aspects, it was noted that both men and women face risks, but that women feel more vulnerable. Students commented:

It’s a U.S. setting that tries to replicate an environment of stress and disorder, which causes students to feel or go crazy due to the stress they carry. (Participant 4)

[The environment] is very heavy, full of aggressive or violent people. (Participant 1)

There are moments when it can be a bit dangerous, especially for women. (Participant 2)

Students also proposed possible responses to bullying in the video game, such as anticipatory communication and emotional support. Participants suggested that talking to an older adult would help address the situation (“Alert a teacher or parent in time,” Participant 5). They also highlighted the importance of providing emotional support to victims, especially during difficult times: “Providing emotional support to Kate from the beginning and acting directly on the rooftop by offering her genuine support” (Participant 2).

Bullying in Real Life

After identifying the causes and manifestations of bullying as well as possible responses to it in the video game, students went on to explore these elements in their own social context. Concerning the causes of bullying, students mentioned the presence of illicit substances and their early use, as well as social inequality and disputes to control territory. The following excerpts, from the interactive technique, illustrate each of these aspects:

Colombia is a place where a lot of illicit substances are consumed. (Participant 4)

I feel it’s a bit heavy, not just in the city but also at school. Everyone is very rude and violent, and people aged 12-13 and up love drinking and doing drugs. (Participant 1)

There are places with bad people who take over and turn them into dangerous areas. (Participant 3)

In addition, participants analyzed various ways in which bullying manifests in real life, including psychological problems and physical abuse. Students highlighted that bullying could lead to physical harm, anxiety, and depression:

Anxiety is a problem caused by harassment or bullying, which leads to depression and other mental disorders. (Participant 3)

Some people are rude, offensive, and selfish because they lack good judgment; they physically hurt others and start fights every day. (Participant 1)

Regarding possible responses to bullying in real life, participants suggested three strategies: first, engaging in proactive communication. The participants emphasized the importance of alerting authorities, teachers, or family members in a timely manner: “We should tell a teacher or parent before something worse happens” (Participant 5). “The authorities should be called to stop these situations; and [we should] also talk to the teachers” (Participant 2).

A second strategy involves promoting a healthy environment to make school a safe place for everyone: “[We should] be very selective with friendships; be responsible and obedient; and create a healthy and safe environment through our behavior and attitude” (Participant 3). Finally, the third strategy is to provide victims with emotional support and to intervene when witnessing repetitive bullying episodes: “[We should] provide emotional support to the person” (Participant 1). “[We should] intervene when we see a situation, especially if it’s repetitive” (Participant 6).

Development of Critical Digital Literacies

Developing CDLs using Life is Strange involved tapping into—while simultaneously promoting—the participants’ critical consciousness (Seider et al., 2020), especially as they went through a three-step process: analyzing decisions around bullying, becoming aware of their consequences, and undergoing a subsequent perceptual shift in their understanding of this issue. Hence, they analyzed the different decisions made in the video game, recognized that each choice could have significant effects, and consequently began to see bullying from a broader perspective. During the focus group discussion, participants mentioned:

Talking to Kate on the rooftop was the hardest part because every word we said could change the situation. If we made the right decision, we helped her; but if we failed, we could lose her. (Participant 3)

We didn’t think our decisions would be so important, but then we saw that if we didn’t help the characters, things would get worse. Now we know that everything you do has consequences. (Participant 2)

We thought bullying was only when someone laughed at you or pushed you, but now we know that sometimes bullying is more subtle and can happen through rumors or things people say about you on social media. (Participant 6)

As their critical consciousness about bullying grew, participants drew some ethical considerations regarding its ramifications online, especially concerning responsibility and personal and social well-being. They mentioned the importance of thinking before posting, being careful about what they share, avoiding harm to others, and recognizing how social media affects people’s lives. Additionally, they highlighted the need to strike a balance between caring for themselves and supporting those around them. The students remarked the following during the focus group discussion:

Now we know that we have the responsibility not to share things that might hurt others, as we saw in the game, so we should always think before posting anything. (Participant 4)

In Life is Strange, we saw how social media can affect people’s lives, so we understand that we must be responsible when sharing anything online. (Participant 2)

It’s good to have a balance between helping others and taking care of our own well-being. (Participant 1)