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Overcoming barriers and improving outcomes: teachers' perspectives on using narrative videogames to teach literacy/English.

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Title: Overcoming barriers and improving outcomes: teachers' perspectives on using narrative videogames to teach literacy/English.
Authors: Aggleton, Jen1 (AUTHOR) jen.aggleton@open.ac.uk, Mannard, Emily2 (AUTHOR), Aljanahi, Mona Humaid3 (AUTHOR), Ehret, Christian4 (AUTHOR)
Source: Literacy. May2025, Vol. 59 Issue 2, p165-176. 12p.
Subject Terms: *Educational games, *Video games, *Action research, *Teachers, Games industry
Abstract: Research strongly supports the use of narrative videogames in the literacy/English classroom. However, for many teachers, incorporating videogames into their teaching practice is highly challenging. This article offers new insights into the potential of videogames as a pedagogical tool for literacy/English by exploring the barriers that teachers face when teaching with videogames, identifying how these barriers might be overcome and assessing whether the benefits of narrative videogames outweigh the practical difficulties of using them in the classroom. This participatory multiple‐case study explores the experiences of six teachers, working in a range of contexts, who each undertook an action research project to assess the barriers to and benefits of teaching literacy/English with narrative videogames. The findings show that although the participants faced barriers related to practical considerations, game choice, pedagogical knowledge and negative attitudes, almost all barriers could be overcome, and the benefits of learning far outweighed the difficulties faced. This article offers a new model for how to overcome barriers to using videogames to teach literacy/English and makes recommendations for both educational practice and the games industry. [ABSTRACT FROM AUTHOR]
Copyright of Literacy is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Overcoming barriers and improving outcomes: teachers' perspectives on using narrative videogames to teach literacy/English.
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  Data: <searchLink fieldCode="JN" term="%22Literacy%22">Literacy</searchLink>. May2025, Vol. 59 Issue 2, p165-176. 12p.
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  Data: Research strongly supports the use of narrative videogames in the literacy/English classroom. However, for many teachers, incorporating videogames into their teaching practice is highly challenging. This article offers new insights into the potential of videogames as a pedagogical tool for literacy/English by exploring the barriers that teachers face when teaching with videogames, identifying how these barriers might be overcome and assessing whether the benefits of narrative videogames outweigh the practical difficulties of using them in the classroom. This participatory multiple‐case study explores the experiences of six teachers, working in a range of contexts, who each undertook an action research project to assess the barriers to and benefits of teaching literacy/English with narrative videogames. The findings show that although the participants faced barriers related to practical considerations, game choice, pedagogical knowledge and negative attitudes, almost all barriers could be overcome, and the benefits of learning far outweighed the difficulties faced. This article offers a new model for how to overcome barriers to using videogames to teach literacy/English and makes recommendations for both educational practice and the games industry. [ABSTRACT FROM AUTHOR]
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  Label:
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  Data: <i>Copyright of Literacy is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1111/lit.12384
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      – Code: eng
        Text: English
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        Type: general
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      – SubjectFull: Action research
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      – TitleFull: Overcoming barriers and improving outcomes: teachers' perspectives on using narrative videogames to teach literacy/English.
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            – D: 01
              M: 05
              Text: May2025
              Type: published
              Y: 2025
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            – TitleFull: Literacy
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