Improving Students' Narrative Skills through Gameplay Activities: A Study of Primary School Students

Autor/in	Kirginas, Sotiris
Titel	Improving Students' Narrative Skills through Gameplay Activities: A Study of Primary School Students
Quelle	In: Contemporary Educational Technology, 14 (2022) 2, S.351 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kirginas, Sotiris)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1309-517X
Schlagwörter	Personal Narratives; Computer Games; Educational Games; Films; Discourse Analysis; Emotional Response; Student Experience; Connected Discourse; Foreign Countries; Grade 3; Writing (Composition); Rhetoric; Writing Skills; Instructional Improvement; Greece + Suchen Sie Ihr Suchwort? Erlebniserzählung; Computer game; Computerspiel; Computerspiele; Educational game; Lernspiel; Film; Diskursanalyse; Emotionales Verhalten; Studienerfahrung; Ausland; School year 03; 3. Schuljahr; Schuljahr 03; Schreibübung; Rhetorik; Writing skill; Schreibfertigkeit; Unterrichtsqualität; Griechenland
Abstract	This paper aims to explore the impact of freeform digital games on primary school students' narrative skills, in terms of linguistic cohesion and semantic coherence, compared to other digital media, such as formally structured digital games and movies. A total of 128 Year 6 Primary school students participated in this research. Initially, students were divided into three groups. In all three groups, an educational intervention programme was applied. At the end of this phase, each student was asked to produce a narrative discourse (pre-test) about Crusoe's survival on the mysterious island. Subsequently, students of each group were involved in activities with different digital material. At the last part of the research, students were asked to produce a narrative discourse (post-test) which was compared to the pre-test discourse, to determine whether there had been an improvement in the narrative discourse produced by the students of the three groups. The results presented in this paper show that the narrative discourses of students who played with the freeform digital game showed statistically significant improvement in cohesion and coherence compared to the discourse of students who played with the formally structured digital game and the students who watched the film. (As Provided).
Anmerkungen	Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01