Learning Links: A study of narrative learning through games with The Legend of Zelda: Windwaker

Suzanne, de Castell; Emily, Flynn-Jones; Jenson, Jane; Bergstrom, Kelly

doi:10.24251/hicss.2017.245

Cited by 3 publications

(3 citation statements)

References 13 publications

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“…Some teams proposed this game to be autonomously used for incidental vocabulary learning (signs, holes, fireballs, dungeons, leaf pile, stairs, etc.) alongside other educational values such as risk taking and memorization, although previous research works indicated that teacher intervention in the classroom might be necessary to strengthen the pedagogical value of this game [79].…”

Section: Resultsmentioning

confidence: 99%

Preservice Teachers’ Knowledge and Attitudes toward Digital-Game-Based Language Learning

Belda-Medina

Calvo-Ferrer

2022

Education Sciences

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There is a good body of literature about digital-game-based language learning (DGBL), but research has mainly focused on students as game players rather than as future educators. This paper reports on a research conducted among 154 teacher candidates at a higher-education institution in Spain regarding the adoption of digital games in education. It analyzes the participants’ knowledge of and attitudes toward digital games in foreign language learning. Quantitative and qualitative data were gathered through a pre/post-test, digital game presentations, and student blog posts. The research comprised five stages associated with critical thinking skills (definition, selection, demonstration, discussion, and reflection), including a game learning module. In the first two stages, preservice teachers completed the module activities and selected different games aimed at teaching English to children in preschool and elementary education. In the last two, they illustrated, discussed, and evaluated the digital games in class following a rubric and reflected on their perception in blog posts. In this four-week research based on a mixed method and convenience sampling, quantitative and qualitative data were gathered through a pre- and post-test survey about student perceptions toward the use of video game in the classroom, class discussion, and blog posts. Statistical data analysis unveiled gender-based differences related to gameplay frequency and genre preferences. The Wilcoxon signed-rank test was used as a nonparametric statistical hypothesis test to compare the two sets of scores resulting from the same participants, and it showed a significant difference (p ≤ 0.05) after the treatment in two of the five dimensions in the survey about teacher candidates’ attitudes toward game usage in education, namely, usefulness (U) and preference for video games (PVG). Research findings revealed preservice teachers’ positive attitudes but lack of practical knowledge about the use of digital games in foreign-language learning.

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Section: Resultsmentioning

confidence: 99%

Preservice Teachers’ Knowledge and Attitudes toward Digital-Game-Based Language Learning

Belda-Medina

Calvo-Ferrer

2022

Education Sciences

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“…In our review of other studies investigating the use of digital games as part of a language arts or geography curriculum, we observed few examples of researchers providing a detailed summary of how a game was integrated into the day-to-day workings of an elementary or middle school classroom. As with our publication efforts across this and other projects (see for example [2,3,9]) we describe in detail our study design and method for collecting data. It is hoped that this information will be of use for researchers investigating similar questions to our own and/or aid in replication efforts in new contexts and study environments.…”

Section: Observations From the Fieldmentioning

confidence: 99%

“…The third club was girls only and had nine of the previous participants return, tasked with acting as peer mentors to assist nine new participants to learn how to play this game. A detailed discussion the study design and the results of this pilot study are detailed in a previous publication [9].…”

Section: Study 1: Adding Walkthroughs To a Lunchtime Gaming Clubmentioning

confidence: 99%

Videogame Walkthroughs in Educational Settings: Challenges, Successes, and Suggestions for Future Use

Bergstrom

Jenson

Emily³

et al. 2018

Proceedings of the 51st Hawaii International Conference on System Sciences

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In this paper we describe the use of videogame walkthroughs implemented in three different educational contexts: 1) an informal learning environment where 11-12 year-olds used text and video walkthroughs to supplement their Legend of Zelda: Wind Waker play during an optional, lunch-time video game club in their school library; 2) a formal learning environment where grade six (11-12 year-old) students used a written walkthrough for Lost Winds 2: Winter of the Melodias played as part of their Language Arts classroom; and 3) the use of a written walkthroughs by Grade 7 and 8 teachers as part of their preparations to teach a game-based learning unit in their Geography classrooms. Taken together, we argue that while walkthroughs can be useful pedagogical tools when using videogames in classroom settings, the social and cultural contexts in which they are introduced must be carefully considered in order for their effectiveness to be fully realized.

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Engendering Multiliteracies Using Digital Games and Digital Literature

Bazinet

2020

Global Perspectives on Gameful and Playful Teaching and Learning

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Recent calls for critical education in regards to social and digital media argue for the importance of 21st century media and literacy skills (Butler, 2017; Storksdieck, 2016). These calls join a chorus of academics who have long been calling for the importance of multiliteracy development in education (Cope & Kalantzis, 2000; Lankshear & Knobel, 2011; New London Group, 1996). In searching for texts that may facilitate multiliteracy development, digital games has emerged as an option in formal education, given the complex critical thinking, learning, and literacy practices they can afford (Beavis, O'Mara, & McNeice, 2012; Gee, 2007; Squire, 2008; Steinkhueler, 2010). The chapter explores the multiliterate affordances when using digital literature and digital games at an English language college in Quebec. Results show that the implications of using digital games to engender multiliteracy development are substantive.

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Learning Links: A study of narrative learning through games with The Legend of Zelda: Windwaker

Abstract: Abstract

Cited by 3 publications

References 13 publications

Preservice Teachers’ Knowledge and Attitudes toward Digital-Game-Based Language Learning

Preservice Teachers’ Knowledge and Attitudes toward Digital-Game-Based Language Learning

Videogame Walkthroughs in Educational Settings: Challenges, Successes, and Suggestions for Future Use

Engendering Multiliteracies Using Digital Games and Digital Literature

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