When
examining the uses of games in an English Language Arts (ELA) classroom, the
challenge for quality experiences rises.
The state and local requirements for these classes require students to
be reading and writing, and ELA teachers can struggle with how to take
advantage of the connection between playing games and learning. Terry Heick (2012) listed several occasions
for an “authentic and compelling role” for video games in the ELA classroom
including as entry events to hook interest in a subject. In section two, several games for ELA classes
are discussed complete with images from the game.
In the secondary ELA environment,
the games I found seemed to fall within three categories. I will list the games
under each category with images and a description.
Literature-Based Games:
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| Screen Shot from the Game |
Lord
of the Flies – The game serves as a review and extension of the novel. According to the site, the players should use
the game to refresh their knowledge of the text and hopefully gain new
perspectives and questions about the text.
Within the game, players can match characters with quotes and symbols
associated with them, discuss major themes of the text, and link symbols to
greater meaning in the overall story. Completion
of one task moves the player onto other parts of the island. While the game is simple enough for younger
grades (4th and up), the book usually is reserved for high school. Overall, there are many chances for students
to try to get things correct, but there is nothing meaty for students to do
with the text. Most of the work is
matching, which is very low on Bloom’s.
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| Screen Shot from the Game |
Oedipus
Tyrranus – The game serves as a review and extension of the play. Players are to imagine themselves as an audience
at the Greek play and then infer why things are happening in front of them
based on their knowledge of the play. As
with the game above, this game could be maneuvered by a younger audience, but
the play’s use in high school would relegate the game to high school. Also, the
lack of images and guidance would make this game frustrating for younger
players who may not understand the play well before trying the game. While considered a “game,” this particular
experience feels like a quiz more than a game.
Most of the responses are multiple choice, and while the players receive
feedback, there is not much to encourage them to push forward.
Grammar Games:
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| The Home Page |
Grammar Ninja –
This game asks students to apply their knowledge of grammar to keep a ninja
studio operating. Students are shown
sentences and asked to identify parts of speech. When players click on a word,
the game throws a ninja star at the word.
Players can advance in levels. Players
will also be given a chance to rethrow stars if they choose a wrong word. I am not a fan of grammar in isolation, so I
would not recommend this game. I think
elementary students from about second grade could access the game and practice
parts of speech. The game would seem too
easily after about eighth grade.
Grammar of
Doom – This game asks students to complete different exercises involving
grammar and conventions of speech to advance through different spaces in a
creepy castle. Like with the game above,
this game keeps the difficulty level low at first and grows based on the
competence of the player. Players are
asked to move a verb through different tenses, find the opposite of words, and
complete other tasks while moving through the spaces. Players are also allowed to retry without too
harsh a penalty. These tasks are set for
an older age, and I would put this game at grade levels fourth through
tenth. While I would still not encourage
much play of the game, as it is also grammar in isolation, I think the thinking
involved in this game was more complex.
Skills Based Games:
If you have seen good ones, especially for the last category, please let me know !!!!
