TY - JOUR
T1 - Applying game-related methods in the writing classroom
T2 - A scoping review
AU - Guo, Kai
AU - Zhong, Yuchun
AU - Zainuddin, Zamzami
AU - Chu, Samuel Kai Wah
N1 - Publisher Copyright:
© The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2023.
PY - 2024/3
Y1 - 2024/3
N2 - Given the crucial role of writing in both academic and workplace settings, teachers should constantly seek effective ways to improve their students’ writing skills. The use of games or their elements to support the teaching and learning of writing has gained much attention in language education studies. Despite the increasing number of empirical studies in the field, there has been no systematic investigation of what games, or their elements, have been applied in the writing classroom. The aim of this study was to summarize the empirical evidence on using game-related approaches, including game-based learning and gamification, to teach writing. Twenty-two studies were analyzed, revealing the following findings: (1) various types of games were used for writing instruction, including digital educational games, non-digital educational games, and digital non-educational games; (2) digital educational games were the most common game type reported in the literature, and such games were used to create authentic and interactive learning environments, provide writing practice opportunities, and evaluate students’ writing skills; (3) various game elements, such as points, leaderboards, storylines, and role-playing, were incorporated to develop gamified activities; and (4) students participated in such gamified activities in online and hybrid modes. Taken as a whole, the findings show how games and their elements are used for teaching and learning writing. Suggestions and implications are provided for practitioners and researchers in the field.
AB - Given the crucial role of writing in both academic and workplace settings, teachers should constantly seek effective ways to improve their students’ writing skills. The use of games or their elements to support the teaching and learning of writing has gained much attention in language education studies. Despite the increasing number of empirical studies in the field, there has been no systematic investigation of what games, or their elements, have been applied in the writing classroom. The aim of this study was to summarize the empirical evidence on using game-related approaches, including game-based learning and gamification, to teach writing. Twenty-two studies were analyzed, revealing the following findings: (1) various types of games were used for writing instruction, including digital educational games, non-digital educational games, and digital non-educational games; (2) digital educational games were the most common game type reported in the literature, and such games were used to create authentic and interactive learning environments, provide writing practice opportunities, and evaluate students’ writing skills; (3) various game elements, such as points, leaderboards, storylines, and role-playing, were incorporated to develop gamified activities; and (4) students participated in such gamified activities in online and hybrid modes. Taken as a whole, the findings show how games and their elements are used for teaching and learning writing. Suggestions and implications are provided for practitioners and researchers in the field.
KW - Game-based learning
KW - Gamification
KW - Literature review
KW - Writing pedagogy
UR - http://www.scopus.com/inward/record.url?scp=85164193491&partnerID=8YFLogxK
U2 - 10.1007/s10639-023-11998-w
DO - 10.1007/s10639-023-11998-w
M3 - Article
AN - SCOPUS:85164193491
SN - 1360-2357
VL - 29
SP - 4481
EP - 4504
JO - Education and Information Technologies
JF - Education and Information Technologies
IS - 4
ER -