Date of Award/Publication

8-2013

Document Type

Thesis

Degree Name

MS in Literacy Education

Department

Education

First Supervisor

Joellen Maples

Abstract

While there is a great deal of theoretical support to back the use of video games in education, however, the experimental support is varied. This study asks how digital games can be used to support reading, writing, and collaborative communication. Research was conducted using students and teachers and data was collected using questionnaires, field notes, and assessments. Findings revealed that game design permits an environment in which students can refine the skills necessary to become a successful 21st century learner. Implications that arise are obstacles teachers will face attempting to integrate games such as time and student ability. Additionally, further effort should be made between educators, researchers, and game developers to consider what makes a video game educational.

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