Transformational Play: Immersing Disadvantaged Students in Literacy Learning Through a 3-D Game-Based Curriculum

• In Event: Games, Play, and Learning

Abstract

Key strengths of game-based learning can be summarized in the theory of Transformational Play, where the game curriculum positions the learner with intentionality, the content with legitimacy, and the context with consequentiality. To investigate this theory, we designed an educational 3D world, narrative, and large-scale comparison study of disadvantaged and ELL students, to immerse them in literacy and persuasive writing. Students took on the virtual role of an investigative reporter, collected evidence, and created theses, supported by reasoning. The comparison group engaged in an equally compelling graphic novel with similar tasks. Game-based students scored significantly higher in persuasive writing and engagement measures. Qualitative data supports that their active roles as protagonists, with authentic tasks and immediate consequentiality, supported deeper learning.

Authors

• Anna Arici, Arizona State University

• Sasha A. Barab, Arizona State University