Using video games in the secondary English classroom for the teaching of writing and rhetorical skills

Abstract

English Language Arts (ELA) teachers are searching for new and novel ways to engage students in classroom activities involving reading and learning reading/writing-related skills, such as rhetoric or the use of literary devices. One untapped area of education is using video games as a full classroom text in order to teach these ELA skills. This study aims to test the viability of using video games in the ELA classroom, and looks to compare using them with traditional print texts, such as novels. In order to test the viability of using video games as a full classroom ELA text, a study was done in five sophomore ELA classes, where students played the game Undertale together. The results suggest that video games can be just as viable as traditional print texts in teaching certain ELA skills, provided proper pedagogical practice is used in conjunction with an appropriate video game.