Running head: Using Games in English Department Courses 1

Using Games in English Department Courses

Hope S. Glidden

Old Dominion University

Running head: Using Games in English Department Courses 2

Abstract

The use of games as an instructional tool is a topic of interest to the faculty of the English
Department at Old Dominion University. Primary research was conducted by surveying students
of a technical writing course in the English Department. Secondary research was conducted to
determine what researchers have found with regard to the use of games as part of an educational
curriculum. Student responses indicate a perceived benefit of better remembering and
understanding information. Secondary research shows that use of games as an educational tool
results in increased cognition, increased motivation and an exposure to multiple modes of
literacy. Potential uses of games include assessments via quiz games; creating games; and,
immersive game playing in order to complete various writing assignments.
Running head: Using Games in English Department Courses 3

Using Games in English Department Courses

Background

This report reviews the potential integration of games into the classroom, specifically for
the English Department at Old Dominion University. To determine the viability of using games
in the classroom, a thorough review of available literature was conducted, and a survey was
administered to students in the online Technical Writing class at Old Dominion.

Literature Review

Why Games are Educational. Although games are generally considered to be a form of
play, “games have developed a reputation for being fun, engaging, and immersive, requiring
deep thinking and complex problem solving” (Squire, 2005). Games can help students think
critically about and apply what they have learned as a result of the social interaction of gaming
(Colby & Colby, 2008). The player must learn the mechanics of the game and determine what
strategies will help the player master and win the game. As a result, video games require the
individual to think and learn in different ways (Gee, 2003). This suggests that video games
would benefit individuals who respond better to non-traditional styles of teaching.

Gee refers to thinking and literacy (comprehension) as “social achievements” (2003). In

this regard, he suggests that your thinking depends on the context of the group situation, and that
your thinking or processing of information can be different depending on which group you
identify with at the time. (Gee, 2003). He further identifies three areas of research – “situated
cognition”, “New Literacy”, and “connectionism”, all of which connect cognition to social
experiences (Gee, 2003). These three areas of cognitive research tie into what Gee suggests
comes from learning in a more active way, such as playing video games. Playing games
provides an opportunity to learn in a social setting; the individual experiences “the world” in new
ways; and, the individual learns skills, such as problem-solving, that can be used in future
learning (Gee, 2003).

Within the context of English Department courses, games offer the opportunity to work
with multimodal composition, which is the “standard in digital communication practices”
(Arduini, 2018). Games involve multiple literacies – visual, technological and textual, all of
which require reading and critical thinking (Alexander, 2009). As Gee points out, multimodal
literacy via video games, can often communicate in ways different from text, and that images
and sounds can take on meaning within the multimodal domain (2003). Games offer a “complex
use of multiple modes of writing and a need to develop a sense of how text and visuals interact”
(Alexander, 2009).

Game playing outside of the classroom is not only a popular form of socializing and
source of entertainment, it gives the player exposure to and experience with the various forms of
literacy. Alexander suggests that educators “acknowledge the literacy that students are already
developing outside the classroom and demonstrate how they can be complimented and
augmented with more ‘traditional’ academic literacy” (2009).
Running head: Using Games in English Department Courses 4

Use of Games in the Classroom. The use of games can be as simple as utilizing game
components in the classroom, known as “gamification” (Wichadee & Pattanapichet). The three
most popular components are points, levels and leaderboards (Nacke, 2017). These elements can
be used in connection with game playing but can also be incorporated into an otherwise
traditional curriculum. Studies suggest that these elements provide goals for the students and can
increase motivation based on the social aspect and the perceived competition (Nacke, 2017).
The motivation to be a strong competitor requires the student to study and master the course
material, resulting in better retention and understanding.

Research suggests that using commercial video games helps to develop certain skills that
aid in learning. One study, which used a variety of commercial games such as Borderlands 2
and Minecraft, found that game players showed improved “communication, adaptability and
resourcefulness” over an eight week period (Barr, 2017). Squire’s research is based on the use of
Civilization III to teach certain aspects of history (2005). Games with appropriate content can be
used to show the principles being taught within the context of a “real world” scenario.

World of Warcraft has been used in the context of multimodal composition, with teachers
having students design forums, blogs, and walk-throughs, or analyze the genre and rhetoric of
the game (Colby & Colby, 2008). Using the game in this manner involves the student engaging
in multimodal writing beyond the standard academic research paper, and gives them exposure to
areas of technical and digital writing.

Even traditional board games can be used in an academic setting. Like video games,
board games are also goal-oriented, increase student motivation, and help students develop
critical-thinking and problem-solving skills (Sardone & Devlin-Scherer, 2016). There is less
recent literature involving the use of board games in classroom, perhaps because of the invasive
popularity of video games.

Concerns About Using Games. Some negative aspects about using games in the
classroom have been identified. Using video games raises concerns about access to technology,
and the students’ potential unfamiliarity with playing video games (Colby & Colby, 2008). In
addition, a student’s failure, or perceived failure, playing the game can cause additional
frustration (Squire, 2005).

Students need time to learn the mechanics of the game, and to understand the game
concepts (Squire, 2005). This could be perceived by the student as wasted time that could be
better spent doing other school work. It can be difficult to view something that one considers to
be fun and frivolous as a tool for learning. However, Squire’s view is that “play is a crucial
method through which we test ideas, develop new skills, and participate in new social roles”
(2005).

Ways to Incorporate Games in Classwork. Games, such as the online game Kahoot!,
can be used by the instructor to develop online study aids or quizzes (Wichadee &
Pattanapichet). One study conducted in Thailand found that using Kahoot! in a first-year English
language class found that instant feedback, a competitive environment, and increased attention
during class resulted in higher student motivation and increased test scores (Wichadee &
Pattanapichet).
Running head: Using Games in English Department Courses 5

As previously discussed, there are many ways to incorporate commercial video games
into a classroom setting to teach or reinforce specific subject matter. According to Colby (2017),
there are a variety of ways that games can be used in an English writing course:

• To incorporate “multi-modal rhetorical analysis and design”

• Asking students to rhetorically analyze the game
• Ask students to design a game that incorporates class material
• Using “simulated systems of a game to embody critical and cultural theory”
• Using the game itself as a research and/or writing space
• As a way to help students visualize the way that the game could relate to aspects
of the writing process

Method

Participants

Eighteen students in Ms. McKittrick’s online Technical Writing class at Old Dominion
University completed online surveys as part of a graded assignment.

Materials

The participants were asked to provide their email address for identification purposes,
and to answer a four-question survey. The questions related to the student’s experience with
games in the classroom and their opinion as to the usefulness of and how games should be used
in an English department course.

Procedure

The participants completed an online survey using the website SurveyMonkey.com. The
survey could be completed on a computer, smart phone or tablet at a time convenient to the
participant. The survey required the participant to enter his or her email address and answer the
four survey questions. The expected time needed to complete the survey was two minutes. The
deadline for completion of the survey was April 5, 2019.

Results

Eighteen students in the course completed the survey. Of these, five (28%) played games
in high school; two (11%) played games in other Old Dominion courses; and nine (50%) played
games in both high school and college classes. Two (11%) had no previous experience playing
games in the classroom.

Students were asked to rank their preference for how games would be used in the
classroom. The order of preference based on the survey results are:

1. Using the game to visualize course material

2. Designing a game
Running head: Using Games in English Department Courses 6

3. Writing about the game as it relates to course material

4. Using the game as a writing and/or research space

The two equally preferred types of game to be played was boards games, played as
teams, and multi-player video games played competitively. However, combining all versions of
video games versus board games reveals an overall preference for video games, either single-
player or multi-player (see Figure 1).

PREFERRED TYPE OF GAME-PLAY

7
6
5
# OF STUDENTS

4
3
2
1
0
Single-Player Video Multi-Player Video - Multi-Player Video - Board Games - Board Games -
competitive collaborative individually teams

Figure 1

Student responses regarding the benefits of using games in class varied from using games
as study aids to being able to think critically to creating more student interaction. Figure 2 shows
a summary of the responses, the most frequent of which is using games to retain, remember and
understand information.

BENEFITS OF USING GAMES

ability to verbalize topics
people learn differently
enhances spelling, reading, writing skills
more student interaction
different way of looking at text
students more engaged
think critically
retain/remember/understand information
tool for studying

0 2 4 6 8 10 12
Figure 2

Discussion

The findings of this report suggest that game playing in the classroom enhances the
educational experience. The literature review revealed a number of benefits, including student
Running head: Using Games in English Department Courses 7

engagement and increased cognitive skills. Student responses indicate at least a perceived
benefit of better retention and understanding of information with the use of games.

The overall preferred type of game-play involves playing video games, either
competitively or collaboratively. This ties into Gee’s social achievements of learning, and the
benefits found in the competitive environment of gaming as used in the classroom. The
competition, and the more relaxed atmosphere of gaming, provide motivation for learning. The
overall choice of video games could reflect the popularity of video games, and the ability to play
at any time on a smart phone or tablet. Board games can provide the same benefits as video
games, but would not be an obvious choice for students who are enrolled in only online courses.

The most popular choice for how to use a game in a course is to visualize course material.
This compliments the responses regarding the perceived benefits of playing game. The dominant
response was that using games helps to retain, remember and understand information. As
discussed above, the social aspect of gaming provides motivation for the student to do well in
competition, and in order to be a strong competition the student must study and understand the
material. These responses could also reflect the popularity of online study applications, such as
Quizzlet which allows the student to create study aids, such as flash cards and practice tests.

The research indicates that there are benefits beyond just retaining and learning
information. The use of games improves critical thinking and problem-solving skills,
communication and adaptability. In the context of the English Department curriculum, using
video games provides exposure to different literacies and the opportunity to work with
multimodal composition.

When developing a curriculum that incorporates gaming, it is important to keep in mind

the students’ access to the technology, and potential concerns such as game addiction and
violence. Squire suggests that students need to understand why the game is being used, and be
given sufficient time to learn how to play the game (2005). This is important if the game is
going to be used for the duration of the course as an immersive experience.

Conclusions

This report reviews the potential integration of games into courses within the English
Department at Old Dominion University. Studies have shown that using games in the classroom
benefits the students in a variety of ways, depending on how the game is being used. Games
provide motivation for the student to excel, while incorporating a social aspect that may be
otherwise lacking, especially in an online course.

The use of games in the classroom can enhance subject matter retention, provide
motivation to do well in the course, and to develop critical thinking skills. In the context of
English courses, using games provides an opportunity to engage in different literacies with
exposure to multimodal reading and writing.

Using games to engage in multimodal literacy would be the best use of video games in
English Department courses. It is beyond the scope of an English course to design a video game
as it requires a technological skill set that many students may not have. While certain games
Running head: Using Games in English Department Courses 8

have been used to supplement the subject matter being taught, this does not appear to be a viable
option for teaching writing or literature concepts.

Recommendation

Based on the findings and conclusions of the survey regarding the ways that games can
be used, the best use of games in an English Department course would be to use a video game in
the Technical Writing course.

Using a game is this manner would require that the instructor have some proficiency with
gaming. Taking into consideration the technology necessary for gaming, it is recommended that
a source such as Steam (https://store.steampowered.com/) be used. Steam offers an online
platform for game playing without the need to invest in a gaming system. Even if the course
requires that a game be purchased, the cost is much less than most text books.

For the Technical Writing course, it is recommended that one game be assigned, as the
proposed assignments will be immersive, and will require the instructor to have familiarity with
the game. While any game could be used, Elder Scrolls or Sunless Sea are recommended. Both
games are collaborative and competitive, and both games are available for a nominal cost on
Steam. Both games are role-playing in nature, although Elder Scrolls involves more action.
Sunless Sea has been noted for having “exquisite storytelling”.

Suggested assignments, based on the current curriculum are:

a. Ideology/Email - This beginning assignment should be the only one to not involve the
game as the students will be starting to learn the game and become familiar with how
to play. However, students could consider the various skills required for game design
and determine what niche is similar to their skills and experience. A resume and
cover letter, or an email of introduction to a gaming company could fulfill this
assignment.

b. User/Instructions – This assignment would have the students design some form of
instructions relating to the game. At this point the student should have played the
game enough to design instructions for some aspect of the game.

c. Design/Visualizations - Students could design report graphics based on instructor-

provided data regarding game playing, or data obtained through playing the game
(that each student is required to compile).

d. Genre/Report - This assignment would involve a Usability Test/Report regarding the

overall design and function of the game. The instructor would provide appropriate
reading materials regarding usability tests and report formats. This assignment would
be discussed early enough in the semester so that the student has time to develop and
execute a simple usability test.

e. Curatorship/Portfolio - Students would design an online portfolio to showcase their

work for the semester.
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References

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Possibilites for Transformation. College Composition and Commuication, 61(1), 35-63.
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Arduini, T. (2018). Cyborg Gamers: Exploring the Effects of Digital Gaming on Multimodal
Compostion. Computers and Composition, 48, 89-102. Retrieved from
https://doi.org/10.1016/j.compcom.2018.03.006

Barr, M. (2017). Video games can develop graduate skills in higher education students: A
randomised trial. Computers & Education, 113, 86-97. Retrieved from
http://dx.doi.org/10.1016/j.compedu.2017.05.016

Colby, R. S. (2017). Game-based Pedagogy in the Writing Classroom. Computers and

Composition, 43, 55-72. Retrieved from
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Gee, J. P. (2003). What Video Games Have to Teach Us about Learning and Literacy (2nd ed.).
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Nacke, L. E. (2017). Editorial: The maturing of gamification resesarch. Computers in Human

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Sardone, N. B., & Devlin-Scherer, R. (2016). Let the (Board) Games Begin: Creative Ways to
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Squire, K. (2005). Changing the Game: What Happens When Video Games Enter the
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Wichadee, S., & Pattanapichet, F. (n.d.). Enhancement of Performance and Motivation Through
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