Abstract
This paper examines the new literary format of video games and argues that video games can be studied as their own text in the English Language Arts classroom through the lenses of film theory, narratology, and ludology. In order to be precise, the paper offers explicit connections to each of the reading and writing standards supplied by the Common Core State Standards. The paper then suggests that video games as literature can offer opportunities and skills beyond what traditional literature can, including problem solving and communication skills. Next, the paper lays out a framework to be used in order to select the right video games to be used as literature, mainly naming and defining criteria to be considered by the teacher. Finally, the paper acknowledges the hurdles to including video games in the classroom, and offers some suggestions to these problems when available. Ultimately, the paper argues that video games cannot be ignored as a new and exciting literary format for study in the classroom.
Advisor
Danielle Haque
Date of Degree
2022
Language
english
Document Type
APP
Degree
Master of Arts (MA)
Program of Study
Literature and English Studies
Department
English
College
Arts and Humanities
Recommended Citation
Wingert, W. (2022). Reading with joysticks: Video games in the English Language Arts classroom. Master’s alternative plan paper, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/1180/
Included in
Educational Technology Commons, Language and Literacy Education Commons, Reading and Language Commons
Rights Statement
