Action Research Project Written Report

2action Research Project Written Reportaction Research Project Written

Changes have occurred in the educational system over time, most noticeably with the advent of electronic tools for teaching and learning. Using educational games and tools to increase student engagement is one of the most talked-about developments in cutting-edge technology. The Marco Polo Learning Tool is an interactive online curriculum for kids ages 3-7 to foster intellectual, physical, and social growth (Armstrong, 2018). This resource can be accessed from any internet-enabled device and features games, videos, and interactive information. In this study, I aim to determine if implementing the Marco Polo Learning Tool into the classroom does increase student interest and participation (Armstrong, 2018).

There is little evidence that this tool increases student engagement, despite claims that it provides kids with a more entertaining and dynamic learning environment. The problem statement is determining whether using the Marco Polo Learning Tool in the classroom increases student interest and participation and the potential effects of SEL practices made easier by the tool on students’ academic achievement. By examining the effect of this particular tool on student involvement and examining the connection between SEL practices and academic advancement within the Kiddie Academy VPK program, the study seeks to close the gap in the literature. A number of studies have investigated the effectiveness of educational games and technologies in maintaining students’ interest.

According to the findings of a study by Alqahtani, the utilization of educational games has been demonstrated to increase students’ involvement and motivation (2018). In another study, Lu et al. (2018) found that students who used interactive technology in the classroom were more interested in the material being taught and could better remember it afterward. The Marco Polo Learning Tool has only been the focus of a limited number of empirical studies, even though evidence indicates that it raises students’ interest in learning. Kim et al. (2019) researched an online teaching tool comparable to one they found to improve student engagement successfully. When investigating whether or not using educational games in the classroom will boost student engagement, Balcikanli and Yildiz (2021) stumbled onto a similar inquiry barrier.

The findings showed that students exhibited higher levels of interest and motivation when they were able to participate in educational games. My research is warranted since there is a lack of literature on the tool I am examining, despite the significance of educational games and tools for boosting student engagement. This is because there is a material shortage on the instrument I am analyzing. A teacher at Kiddie Academy is expected to pique the interest of their pupils and encourage the children’s growth as individuals capable of learning. This study evaluates the link between social-emotional learning (SEL) practices and programs and academic achievement, with a specific emphasis on Marco Polo as the focus of the investigation.

Since it plays an essential part in supporting students in developing skills such as communication, cooperation, problem-solving, and decision-making, social-emotional learning (SEL) must be included in every curriculum. In addition, the development of skills such as self-awareness, self-management, and self-regulation via SEL is a critical component of academic accomplishment. SEL may help students acquire these skills. It is for this reason that it is of the highest significance to investigate how SEL might affect the academic progress of kids while they are in the classroom. To increase the number of children who participate in the Kiddie Academy VPK program, this research aims to examine the many ways in which the learning tool known as Marco Polo may be included in the curriculum for the program.

As a metric for determining the level of engagement among the student body, we will look at the number of students who take an active role in the various activities that take place in the classroom, such as submitting their work on time and contributing to the various topics that are brought up in class discussions. Research Question How can I use the Marco Polo learning tool to increase student engagement in my VPK class at Kiddie Academy as measured by an increase in the number of students completing assignments and participating in class discussions?

Paper For Above instruction

Introduction

The landscape of early childhood education is continually evolving, with technological integration playing a pivotal role in shaping engaging and effective learning environments. The utilization of educational technology, particularly interactive tools such as educational games, has shown promise in enhancing student engagement, motivation, and overall learning outcomes. Among these innovations, the Marco Polo Learning Tool stands out as a digital resource aimed at fostering holistic development in young children aged 3-7. This paper examines the potential of the Marco Polo Learning Tool to increase student engagement within the Preschool Kindergarten (VPK) classroom setting at Kiddie Academy, while exploring the intersection of social-emotional learning (SEL) and academic achievement.

Review of Literature

Research indicates that social-emotional learning significantly contributes to academic success and positive classroom dynamics. Studies have demonstrated that SEL programs enhance skills such as self-awareness, self-management, social awareness, relationship skills, and responsible decision-making (Aygün & Taşkın, 2022). For instance, McCormick et al. (2021) found long-term positive effects of SEL interventions on children's educational performance. Moreover, Malhotra et al. (2021) highlighted that SEL programs improved self-esteem, self-regulation, and social competence among underprivileged schoolgirls in rural Uganda. These findings reinforce the importance of integrating SEL into early childhood curricula as a means to foster emotional resilience and academic competence.

In parallel, educational technology, especially interactive platforms like Marco Polo, can serve as effective tools to promote student involvement. Alqahtani (2018) established that the use of educational games increases motivation and engagement among young learners, while Lu et al. (2018) observed improved retention of material when students interact with technological resources. Despite the promise, empirical evidence specific to the Marco Polo Learning Tool remains limited, underscoring the need for targeted investigation into its efficacy in preschool settings (Armstrong, 2018; Kim et al., 2019). This gap in the literature necessitates research to determine whether such tools can be practically implemented to enhance student participation in early childhood classrooms.

Methodology

This research employs a qualitative approach to explore how Marco Polo influences student engagement in a VPK classroom at Kiddie Academy. Purposeful sampling will select nine children enrolled in the program, prioritizing students who volunteer to participate to provide rich, relevant insights. Data collection will include classroom observations during activities involving Marco Polo and semi-structured interviews with participating students conducted post-activity. Observations will focus on behavioral indicators such as active participation, completion of tasks, and engagement during class discussions. Interviews will gather students’ perceptions of the tool's usefulness and impact on their interest in learning.

Data analysis will involve content analysis to identify recurring themes and grounded theory coding to interpret the influence of Marco Polo on children's motivation and engagement levels. Triangulation through multiple data sources—observations and interviews—will enhance credibility and validity of findings. The goal is to synthesize how technological interaction correlates with increased classroom participation and academic interest.

Discussion and Implications

Preliminary expectations suggest that the integration of Marco Polo could positively influence student interest by providing diverse, interactive, and developmentally appropriate activities. Enhanced engagement may lead to greater participation in classroom routines, timely submission of assignments, and active discussion contributions. Moreover, embedding SEL principles within these digital exercises could foster emotional competencies crucial for social interactions and self-regulation, thereby supporting overall academic growth. The findings could inform curriculum design, advocating for the strategic use of technology to foster engagement while aligning with SEL frameworks.

Limitations of this study include the small sample size and its focus within a single classroom, which may limit generalizability. Nonetheless, insights gained can serve as foundational data prompting larger-scale studies. Future research should explore longitudinal impacts, scalability, and the integration of SEL and technological tools across diverse settings. Practical applications include training teachers to effectively incorporate digital tools like Marco Polo and tailoring activities to match developmental needs.

Conclusion

This study aims to fill a notable gap in early childhood education research by evaluating the effectiveness of the Marco Polo Learning Tool in promoting student engagement and supporting SEL development. The integration of interactive digital resources aligned with social-emotional competence is particularly pertinent in fostering meaningful learning experiences for young children. Ultimately, leveraging technology in alignment with SEL principles holds promise for enhancing early education quality, engagement, and targeted learning outcomes. The insights provided through qualitative analysis will contribute to understanding how digital tools can transform preschool classrooms and offer practical guidance for educators committed to fostering engaging, emotionally supportive learning environments.

References

• Alqahtani, M. (2018). The effectiveness of educational games on student motivation and interest. Journal of Educational Technology, 15(2), 45-59.
• Aygün, H. E., & Taşkın, Ş. (2022). The Effect of Social-Emotional Learning Program on Social-Emotional Skills, Academic Achievement, and Classroom Climate. Psycho-Educational Research Reviews, 11(1), 59-76.
• Armstrong, B. (2018). Educational development and technology. Scientific e-Resources.
• Kim, J., Lee, S., & Park, H. (2019). Enhancing student engagement through online teaching tools: A case study. Journal of Educational Technology, 20(3), 70-85.
• Lu, J., Cheng, Y., & Tsai, C. (2018). The influence of interactive technology on students’ motivation and retention. International Journal of Educational Technology, 7(4), 220-234.
• Malhotra, N., Ayele, Z. E., Zheng, D., & Amor, Y. B. (2021). Improving social and emotional learning for schoolgirls: An impact study of curriculum-based socio-emotional education in rural Uganda. International Journal of Educational Research, 108, 101778.
• McCormick, M. P., Neuhaus, R., O’Connor, E. E., White, H. I., Horn, E. P., Harding, S., & McClowry, S. (2021). Long-term effects of social-emotional learning on academic skills: Evidence from a randomized INSIGHTS trial. Journal of Research on Educational Effectiveness, 14(1), 1-27.
• Allan, G. (2020). Qualitative research. In Handbook for research students in the social sciences (pp. 45-66). Routledge.