We're Just Playing: The Influence of a Modified Tabletop Role-Playing Game on ELA Students' In-Class Reading. (April 2017)

• Record Type: Journal Article
• Authors: Cook, Mike P.; Gremo, Matthew; Morgan, Ryan
• Is Part Of: Simulation & gaming. Volume 48:Number 2(2017:Apr.)
• Page Start: 199
• Page End: 218
• Publication Date: 2017-04
• Subjects: English language arts -- gaming in classrooms -- literacy instruction -- middle school -- tabletop role-playing game; Social sciences -- Study and teaching -- Periodicals; Simulation methods -- Periodicals; Game theory -- Periodicals; Sciences sociales -- Étude et enseignement -- Périodiques; Simulation, Méthodes de -- Périodiques; Jeu de rôle -- Périodiques; Éducation; Jeu d'entreprise; Jeu de simulation; Méthode de simulation; Sciences sociales; Théorie des jeux; Périodique électronique (Descripteur de forme); Ressource Internet (Descripteur de forme); 003.3
• DOI: 10.1177/1046878116684570
• Languages: English
• ISSNs: 1046-8781

Abstract

Purpose. The purpose of this study was to explored the use of atabletop role-playing game inmiddle school ELA classrooms to examine students' (n=36) abilities to interact with and make meaning from a traditional classroom text (Richard Connell's "The Most Dangerous Game"). Background. Gaming continues to soar in popularity, both inside and outside of schools. As such, it is important to continue looking for pedagogically beneficial ways to incorporate gaming into classroom spaces, specificallyEnglish Language Arts andLiteracy classrooms . Aim. In this article, we describe the game used for this study was modified from the Pathfinder system and designed to pair with Connell's short story. We also discuss our qualitative approach to data analysis, and the three themes that emerged. First, students madegaming decisions based on their knowledge of the story. Second, students experienced the narrative through the lens of their characters. And third, students engaged in meaningful collaboration throughout gameplay. Conclusion. The findings support ongoing calls to look for pedagogically beneficial ways to incorporategaming into ELA and Literacyclassroom spaces.