Through the Students’ Eyes: A Critical Dialectical Pluralistic Approach to Understanding Innovation in Game-Based Learning

• In Event: Mixed Methods From Policy to Populations

Abstract

This article explores the elements of a commercial-off-the-shelf videogames-based curriculum and its influence on students' literacy learning. By assuming a critical dialectical pluralistic approach (Onwuegbuzie & Frels, 2013), and using mixed research techniques, we consider how a games-based curriculum can be an equalizing agent and a tool to generate and build upon local, practical knowledge. Transforming literacy is more than bridging in and out-of-school literacies; it is understanding the meaning of literacy today. Data were drawn from a games-based reading intervention class and analyzed using constant comparison, content analysis , and qualitative comparative analysis, to understand how games-based curricula influences students’ literacy practices. Findings indicate games-based curricula allow students to see the validity of their out-of-school literacies within school curriculum.

Authors

• Hannah R Gerber, Sam Houston State University

• Sandra Schamroth Abrams, Saint John's University

• Anthony J. Onwuegbuzie, Sam Houston State University

• Cindy Lee Benge, Aldine Independent School District