Abstract
Drawing on a multimodal framework, this chapter looks at the ways engagement and embodiment of learning are mediated through play as sixth graders learn to skin or repurpose board games to represent the story of The Lightning Thief. Studying game design for the purpose of skinning, that is, applying a new theme or skin to a game, provides a literacy learning process that can foster collaborative, creative, and authentic learning. Outcomes demonstrated gains in social skills and interactions, critical thinking, reading comprehension, visual representation, graphic design, and writing for specific purposes. Analysis revealed that students were immersed in the learning process to the extent that they felt comfortable acting informally, responding in the moment, and being playful. This chapter shows a way to foster academic growth, engagement in learning, and collaboration is to engage students in skinning games based on literature and integrated a playful learning environment.
TopIntroduction
The shifting nature of literacy and definitions of “text” call for educators to redefine the way we teach literacy (American Library Association, n.d.). Without responding to these shifts, we will continue to lose students who are not engaged in their learning, who don’t see their instruction as relevant, and who don’t see themselves as successful consumers and creators of texts (Bruns, 2008). One response to this need is the incorporation of multimodal game-based pedagogies (deJaan, 2019). Games, regardless of type, require critical thinking, interpretation of directions and other literacy tasks. Ultimately, games “encompass and look well beyond the forms of literacy that are defined by existing school and library standards, combining computational fluency, mathematics, logic, storytelling, sound and graphic design...” and many more literacies depending on the game (ALA, n.d).
This chapter explores the outcomes of engaging urban sixth grade students in playing and creating tabletop games. After studying game design and mechanics, students created their own skin of a game by changing the theme of the game to the book, The Lightning Thief by Rick Riordan (2006). This is supported by New Literacy studies (Lankshear & Knobel, 2006) which call for the incorporation of multiple modalities in student performance tasks. There are benefits to playing video games as students engage in collaboration in critical thinking while engaging in simulated collaboration with either a digital avatar or another player. Yet, multimodality includes more than just video consoles. This work centers around the medium of tabletop games. Tabletop games are accessible for students, do not require wi-fi and are inexpensive to acquire or create. Tabletop games provide a way of knowing game literacy. Many video game developers use tabletop games as a mode of teaching and learning game design, elements and mechanics (Wawro, 2017). Immersing students in game play and game creation as an instructional strategy for multimodal reader response yields many outcomes. These include ownership of learning, increased use of purposeful and playful discourse, deeper understandings of game design and mechanics, and ultimately, deeper understandings of the myths, symbolism, characters and plot lines of The Lightning Thief (Jackson, 2007).
In his work on gaming, Toppo asks, “Can we make the learning so engaging and so interesting and so hands-on that you have the feeling that you lose yourself in it? (2015, p.6).” The following scene suggests that we can.
Giavanna and three friends are playing a skinned version of Love Letter. This card game engages players in using deduction to eliminate players from the game. A peer asks “Giavanna, Do you have Percy?” She reacted by standing up and throwing her cards across the table, exclaiming “I thought I had you girl!” The whole table erupts in shouts. The teacher looks over to the group with a knowing smile as Giavanna walks away and then returns to the table with a dramatic pout.
Key Terms in this Chapter
Mashing: Mashing refers to the popular action of mash up, where a new game is created by putting together aspects of two or more other games. For example, one could play Monopoly Jenga, or Guess Who Clue.
Game Mechanics: Game design mechanics refer to the mechanisms that guide game play. Common mechanisms include cards, dice, spinners, trading, commodity building.
Play-Based Pedagogy: Play based pedagogy refers to teaching using multimodal games, it can include educational or serious games, entertainment games, game creation and gamification.
Tabletop Games: Tabletop games refer to board games, and can include cards and puzzles. tabletop games are interactive and focus on small group play.
Playful Stance: Having a playful stance is a construct for educators to take on to enhance learning. It can include flexibility, being open to new ideas, problem solving, reflecting, and engaging in physical movement and play.
Modding: Modding refers to modifying a game. In tabletop settings this could include changing a game mechanic, or even the win condition so that the game will fit time constraints.
Skinning: Skinning is a term that comes from the online video game genre, and it refers to changing the look and feel (which includes the game characters, artwork, background, theme and story etc.) but not the game play.