Aim: to analyze teachers’ educational communication in the teaching and learning processes of students in upper secondary education and the baccalaureate. Methodology: a qualitative study was carried out involving 230 students from a private educational institution in Riobamba, Ecuador, during the 2022–2023 academic year. Data were collected through observation and interviews, and subsequently organized into categories relating to interaction, participation, feedback and classroom dynamics. Results: Difficulties in communication between teachers and pupils were identified, as were few opportunities to ask questions and a predominance of activities focused on theoretical content. In contrast, group dynamics, educational games and other participatory activities were accompanied by closer interaction and greater opportunities for exchange. Conclusion: educational communication was closely related to student participation and to the way in which teaching and learning activities were carried out, although the results do not allow causal relationships to be established.
Classroom dynamics play an important role in supporting students’ participation and engagement during classroom guidance services. However, ineffective classroom dynamics may reduce students’ involvement in learning activities and interactions with their peers. This study aimed to enhance classroom dynamics through the implementation of Game-Based Learning using the Friendship Bingo game among seventh-grade students at SMP Negeri 3 Madiun. The study employed a Guidance and Counseling Action Research (PTBK) design conducted in three cycles: planning, action, observation, and reflection. The participants consisted of 31 students. Data were collected through observation and analyzed using descriptive quantitative techniques. The results showed a continuous improvement in classroom dynamics across the three cycles, increasing from 55.9% in Cycle I (fair) to 70.4% in Cycle II (good), and reaching 89.6% in Cycle III (very good). The findings indicate that Game-Based Learning through the Friendship Bingo game effectively promoted students’ participation, interaction, and engagement during classroom guidance sessions. Therefore, Game-Based Learning can be considered an effective strategy for fostering positive classroom dynamics among students.
پویایی کلاس نقش مهمی در حمایت از مشارکت و درگیری دانش‌آموزان در طول خدمات راهنمایی کلاسی ایفا می‌کند. با این حال، پویایی ناکارآمد کلاس ممکن است موجب کاهش مشارکت دانش‌آموزان در فعالیت‌های یادگیری و تعامل با همسالان شود. هدف این پژوهش ارتقای پویایی کلاس از طریق اجرای یادگیری مبتنی بر بازی با استفاده از بازی Friendship Bingo در میان دانش‌آموزان پایه هفتم مدرسه SMP Negeri 3 Madiun بود. این پژوهش با استفاده از طرح پژوهش اقدام راهنمایی و مشاوره (PTBK) در سه چرخه شامل برنامه‌ریزی، اقدام، مشاهده و تأمل انجام شد. شرکت‌کنندگان شامل ۳۱ دانش‌آموز بودند. داده‌ها از طریق مشاهده گردآوری و با استفاده از روش‌های کمی توصیفی تحلیل شدند. نتایج نشان داد که پویایی کلاس در طول سه چرخه به طور پیوسته بهبود یافته است؛ به طوری که از ۵۵٫۹٪ در چرخه اول (متوسط) به ۷۰٫۴٪ در چرخه دوم (خوب) و در نهایت به ۸۹٫۶٪ در چرخه سوم (بسیار خوب) رسید. یافته‌ها نشان می‌دهد که یادگیری مبتنی بر بازی از طریق بازی Friendship Bingo به طور مؤثری موجب ارتقای مشارکت، تعامل و درگیری دانش‌آموزان در جلسات راهنمایی کلاسی شده است. بنابراین، یادگیری مبتنی بر بازی می‌تواند به عنوان راهبردی مؤثر برای تقویت پویایی مثبت کلاس در میان دانش‌آموزان در نظر گرفته شود.
