Playful literacies and pedagogical priorities: digital games in the English classroom

Abstract

Purpose

This paper aims to explore the characteristics of playful literacies in case study research examining digital games in secondary English classrooms. It analyzes how educators use play as a resource for meaning-making and the impacts of play on student learning.

Design/methodology/approach

The authors used a keyword search in relevant academic databases to identify articles within specified search parameters. This was followed by bibliographic branching to identify additional articles. Following the identification of 30 articles, two rounds of open coding were used to identify themes for analysis.

Findings

The literature revealed five types of playful pedagogical practices: single-player gameplay, turn-taking gameplay, multiplayer play, play-as-design and little or no gameplay. Discussion of these findings suggests that classroom play was a highly social activity across case studies. Furthermore, boundaries between types of play and their contributions to learning were blurred and often disrupted normative approaches to curriculum and teaching.

Originality/value

Given the novelty of replacing traditional texts with digital games in English classrooms, this study represents an important moment to pause and review the literature to date on a particular, understudied aspect of digital games in English curricula: their playfulness. This is especially important given the innovative ways in which digital play can shift thinking about meaning-making and narrative, two historically dominant concerns within the discipline of English.

Citation

Bacalja, A. and Nash, B.L. (2023), "Playful literacies and pedagogical priorities: digital games in the English classroom", English Teaching: Practice & Critique, Vol. 22 No. 4, pp. 447-461. https://doi.org/10.1108/ETPC-01-2023-0002