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

IF 1.2 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Literacy Pub Date : 2024-08-13 DOI:10.1111/lit.12384
Jen Aggleton, Emily Mannard, Mona Humaid Aljanahi, Christian Ehret
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Abstract

Research 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.
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克服障碍,提高成果:教师对使用叙事视频游戏进行扫盲/英语教学的看法
研究大力支持在扫盲/英语课堂中使用叙事视频游戏。然而,对许多教师而言,将电子游戏融入教学实践极具挑战性。本文通过探讨教师在使用电子游戏教学时面临的障碍,确定如何克服这些障碍,以及评估叙事电子游戏的益处是否超过在课堂上使用电子游戏的实际困难,从而为电子游戏作为扫盲/英语教学工具的潜力提供新的见解。这项参与式多案例研究探讨了六位教师的经验,他们在不同的环境中工作,各自开展了一项行动研究项目,以评估使用叙事性电子游戏进行扫盲/英语教学的障碍和益处。研究结果表明,尽管参与者在实际操作、游戏选择、教学知识和消极态度等方面面临障碍,但几乎所有障碍都可以克服,而且学习的益处远远大于面临的困难。本文为如何克服使用电子游戏进行扫盲/英语教学的障碍提供了一个新模式,并为教育实践和游戏产业提出了建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Literacy
Literacy Multiple-
CiteScore
3.00
自引率
7.70%
发文量
46
期刊介绍: Literacy is the official journal of the United Kingdom Literacy Association (formerly the United Kingdom Reading Association), the professional association for teachers of literacy. Literacy is a refereed journal for those interested in the study and development of literacy. Its readership comprises practitioners, teacher educators, researchers and both undergraduate and graduate students. Literacy offers educators a forum for debate through scrutinising research evidence, reflecting on analysed accounts of innovative practice and examining recent policy developments.
期刊最新文献
Shared understandings, actioned in multiple ways by teachers of writing Issue Information Literacy editorial September 2024 ‘I felt her poems were more like my life’: cultivating BPoC teenagers' writer‐identity through a poet residency Novice interpreters, transmedia fictions and the afferent stance
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