Overcoming barriers and improving outcomes: teachers' perspectives on using narrative videogames to teach literacy/English

Author:

Aggleton Jen1ORCID,Mannard Emily2ORCID,Aljanahi Mona Humaid3ORCID,Ehret Christian4ORCID

Affiliation:

1. The Open University Milton Keynes UK

2. McGill University Montreal Canada

3. United Arab Emirates University Al Ain United Arab Emirates

4. University of North Carolina at Chapel Hill Chapel Hill North Carolina USA

Abstract

AbstractResearch strongly supports the use of narrative videogames in the literacy/English classroom. However, for many teachers, incorporating videogames into their teaching practice is highly challenging. This article offers new insights into the potential of videogames as a pedagogical tool for literacy/English by exploring the barriers that teachers face when teaching with videogames, identifying how these barriers might be overcome and assessing whether the benefits of narrative videogames outweigh the practical difficulties of using them in the classroom. This participatory multiple‐case study explores the experiences of six teachers, working in a range of contexts, who each undertook an action research project to assess the barriers to and benefits of teaching literacy/English with narrative videogames. The findings show that although the participants faced barriers related to practical considerations, game choice, pedagogical knowledge and negative attitudes, almost all barriers could be overcome, and the benefits of learning far outweighed the difficulties faced. This article offers a new model for how to overcome barriers to using videogames to teach literacy/English and makes recommendations for both educational practice and the games industry.

Publisher

Wiley

Reference59 articles.

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3. Literacy into action: digital games as action and text in the English and literacy classroom

4. A Model for Critical Games Literacy

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