Young Players, Big Values: Parents’ Perspectives on the GAME BOX Online Values Education Family Support Program
Bibliographic record
Abstract
To ensure the functional and effective implementation of values education in early childhood, it is crucial to utilize diverse educational tools that align with developmental stages and modern technologies, as well as to secure family participat ion. Within the framework of the values education program, families were provided with a 6-month values-focused game plan, online expert seminars, and opportunities for questions and answers. This research aims to examine the opinions, suggestions, and criticisms of the parents participating in the program. Structured upon the phenomenologi cal approach, a qualitative research model, the study delved into the parents’ experiences regarding the program, the meanings they attributed to these experiences, and the changes they observed in their children. In the research, which involved the voluntary participation of 25 parents, data were collected through semi-structured interviews and ana lyzed using thematic analysis. According to parents’ experiences and perceptions of the effectiveness of the program, the results of the study showed that the program was effective in terms of children’s acquisition of values, social skills, communication within the family, and spending quality time. It was also observed that unique elements such as the play calendar provided guidance to parents. Finally, it was determined that the online program implementation yielded posi tive results in terms of parental involvement and contributed to the related literature. Cite this article as: Polat, Ö., Sezer, T., & Güneysu, Z. (2025). Young players, big values: parents’ perspectives on the GAME BOX online values education family support program. HAYEF: Journal of Education, 22, hayef.2025.24042.0042, doi:10.5152/hayef.2025.24042.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".