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Creative Freedoms: Longitudinality and Game-Based Research with Teenagers

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Title: Creative Freedoms: Longitudinality and Game-Based Research with Teenagers
Language: English
Authors: Alison Jane Croasdale
Source: English Teaching: Practice and Critique. 2026 25(2):218-232.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 15
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Longitudinal Studies, Media Literacy, Digital Literacy, Video Games, Review (Reexamination), Design, Secondary School Students, Student Attitudes, Student Experience, Game Based Learning, Foreign Countries
Geographic Terms: United Kingdom (London)
DOI: 10.1108/ETPC-09-2025-0219
ISSN: 1175-8708
Abstract: Purpose: This paper aims to apply a "revisiting" approach to past game literacy-based research. Starting from a media literacy and videogame making oriented PhD project, it explores how the discussion of past research can be evolved, but also questions what young research subjects gain from participating in research of this nature. Design/methodology/approach: With a frame of longitudinality, this research takes a long view of the experiences of participants from a game making project, against how they consume texts in their lives now. It considers the kind of artefacts (design work, videogames) produced in the original research against a revisiting of some of the student-participants, interrogating their digital media literacy, practices currently, along with discussing their memories of being involved in this research project. With the previous PhD work taking place in the school where the researcher was a teacher, this new research reviews the role creative practice can have in classrooms. Findings: Revisiting the data from past PhD research, which drew positive conclusions about the role game making can have in the teaching of literary texts, and in literacy progression generally, this paper then overlays new interview data from some of the past participants, affirming the power of critical game work in schools. Originality/value: The combination of a PhD methodology that was itself novel with a revisiting of research subjects in the present offers an original insight into the effectiveness of games-based classroom research over time.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1508741
Database: ERIC
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Data: Purpose: This paper aims to apply a "revisiting" approach to past game literacy-based research. Starting from a media literacy and videogame making oriented PhD project, it explores how the discussion of past research can be evolved, but also questions what young research subjects gain from participating in research of this nature. Design/methodology/approach: With a frame of longitudinality, this research takes a long view of the experiences of participants from a game making project, against how they consume texts in their lives now. It considers the kind of artefacts (design work, videogames) produced in the original research against a revisiting of some of the student-participants, interrogating their digital media literacy, practices currently, along with discussing their memories of being involved in this research project. With the previous PhD work taking place in the school where the researcher was a teacher, this new research reviews the role creative practice can have in classrooms. Findings: Revisiting the data from past PhD research, which drew positive conclusions about the role game making can have in the teaching of literary texts, and in literacy progression generally, this paper then overlays new interview data from some of the past participants, affirming the power of critical game work in schools. Originality/value: The combination of a PhD methodology that was itself novel with a revisiting of research subjects in the present offers an original insight into the effectiveness of games-based classroom research over time.
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        Type: general
      – SubjectFull: Media Literacy
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      – SubjectFull: Digital Literacy
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      – SubjectFull: Video Games
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      – SubjectFull: Design
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      – SubjectFull: Secondary School Students
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Student Experience
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      – SubjectFull: Game Based Learning
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      – SubjectFull: Foreign Countries
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      – SubjectFull: United Kingdom (London)
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      – TitleFull: Creative Freedoms: Longitudinality and Game-Based Research with Teenagers
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