Developing Video Game Literacy in the EFL Classroom
A Qualitative Analysis of 10th Grade Classroom Game Discourse
1st Edition
Published on 16. July 2018
361 pages
978-3-8233-9248-4 (ISBN)
Description
Video games are a major source of contact to English language and culture, and the need to develop critical video game competency is high. This text presents reasons for (and defines) video game literacy for the English as a foreign language classroom as well as empirical research which covers problems and potentials of game topics in the classroom. This book offers as a result of the theoretical and empirical research countless ideas for task and material design, teacher education, theoretical and conceptual development of video game literacy and impulses for future empirical research.
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Roger Dale Jones
Developing Video Game Literacy in the EFL Classroom
A Qualitative Analysis of 10th Grade Classroom Game Discourse
Book
07/2018
1st Edition
Narr Francke Attempto
€64.00
Shipment within 5-7 days
Person
Dr. Roger Dale Jones lehrt Medien-, Kultur- und Literaturdidaktik an der Technische Universität Braunschweig.
Content
- Intro
- Contents
- 1 Two Foundational Concepts
- 1.1 Foreign Language Discourse Ability: EFL Educational Goals
- 1.2 Multiliteracies: Foreign Language Discourse Ability and Media
- 1.3 Affordances of Video Game Literacy for the EFL Classroom
- 2 Towards a Discourse-Based Model of Video Game Literacy
- 2.1 Defining Video Games
- 2.2 Existing Approaches to Video Game Literacy
- 2.3 The Discourse Model of Video Game Literacy
- 2.3.1 The Game
- 2.3.2 The Player
- 2.3.3 The World
- 3 Affordances of Fan-Comics for Gamer Discourse
- 3.1 The (Non)Fictionality of Game Comics
- 3.2 Comics: Narrative, Multimodality and Humor
- 3.3 Translating Game Experiences
- 4 World of Warcraft Fan-Comic Archive Analysis
- 4.1 Research Design
- 4.2 Results: Criticism, Extension, and the Game-Discourse Model
- 4.2.1 Game Criticism and Extension
- 4.2.2 Player Criticism and Extension
- 4.2.3 Real World Criticism and Extension
- 4.3 Implications for Gamer Discourse
- 5 Methodological Framework
- 5.1 Qualitative, Ethnographic Research
- 5.2 Research Interests and Questions
- 5.3 Case Studies and Research Design Overview
- 5.4 Access to the Research Field
- 5.5 Data Collection and Triangulation
- 5.6 Perspective Triangulation: Teacher and Learner Interviews
- 5.7 Data Analysis
- 5.8 Ethical Considerations and Measures
- 6 Case Study 1: Student (Dis)Interest, Game Complexity and Gamer Discourse
- 6.1 Institution, Students and Teacher
- 6.2 Reconstructed Lesson Plans
- 6.3 Challenge 1: Student (Dis)Interest
- 6.4 Challenge 2: Game Complexity
- 6.4.1 The Importance of Input and Clear Instructions
- 6.4.2 The Difficulties of Summarizing Complex Games
- 6.4.3 The Multi-Dimensionality of Games
- 6.5 Challenge 3: Suitability of Gamer Discourse
- 6.5.1 The Issue of Narrowcasting
- 6.5.2 The Irony of Gamer Criticism
- 6.6 Retrospective Interviews
- 6.6.1 Student Interviews
- 6.6.2 Teacher Interview
- 6.7 Summary
- 7 Case Study 2: Games, Student Identity and Gamification
- 7.1 Institution, Students and Teacher
- 7.2 Reconstructed Lesson Plans
- 7.3 Challenge 1: The Intimacy of Games
- 7.4 Challenge 2: Gamifying the Classroom
- 7.4.1 The Focus on Reward Structures.
- 7.4.2 The Reward Paradox of Learning Games.
- 7.5 Retrospective Interviews
- 7.5.1 Student Interview
- 7.5.2 Teacher Interview
- 7.6 Summary
- 8 Case Study 3: Teacher as Learner, Learners as Teachers
- 8.1 Institution, Students and Teacher
- 8.2 Reconstructed Lesson Plans
- 8.3 Retrospective Interviews
- 8.4 Challenge 1: Matching Interests in Classroom Game Discourse?
- 8.5 Challenge 2: Changing Classroom Roles
- 8.6 Summary
- 9 Implications of Results and Conclusion
- 9.1 Reflections on Methodology
- 9.2 Video Game Discourse in the EFL Classroom. Three Case Studies
- 9.3 Beyond this Study
- Works Cited
- Appendix A: Transcription Rules
- Appendix B: Classroom Videography Transcript Example
- Appendix C: Teacher Interview Transcript Example
- Appendix D: Student Interview Transcript Example
- Appendix E: Example Parent Letter
- List of Figures
- List of Tables
