Play the Game, Live the Story: Pushing Narrative Boundaries with Young Adult Videogames

Autor/inn/en	Theodoulou, Jack; Curwood, Jen Scott
Titel	Play the Game, Live the Story: Pushing Narrative Boundaries with Young Adult Videogames
Quelle	In: English Teaching: Practice and Critique, 22 (2023) 2, S.234-246 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1108/ETPC-08-2022-0105
Schlagwörter	Video Games; Learner Engagement; English Instruction; Language Arts; Game Based Learning; Grade 10; Foreign Countries; Literacy Education; High School Students; Australia + Suchen Sie Ihr Suchwort? Video game; Videospiel; Videospiele; English langauage lessons; Englischunterricht; Sprachkultur; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Australien
Abstract	Purpose: Videogames are complex, meaningful and multimodal texts. This study aims to explore how students could learn about narratives from, and be engaged by, playing a videogame and how a teacher adapted their pedagogy to incorporate the young adult videogame (YA game) "What Remains of Edith Finch" into an English Language Arts curriculum. Design/methodology/approach: This case study examined the experiences of a classroom teacher and students in a Year 10 English class in Australia. Thematic analysis included a wide range of data, including interviews, surveys, observations and artefacts. Findings: First, students demonstrated a strong understanding of the game as a narrative text, including essential components of narrative such as plot, characterisation, themes, settings and literary techniques. Second, students experienced a consistently high level of engagement and embodiment throughout the study as a consequence of the interactive, collaborative and multimodal nature of YA games. Third, the teacher discovered that he was able to achieve key curriculum outcomes with the videogame through re-imagining pedagogy. Originality/value: A playful approach allows teachers and students to be curious about the diverse narrative pathways possible within YA games and offers new opportunities to experience embodiment within and through digital texts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01