“Game On!”: Levelling up writing through gaming

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dc.contributor.advisor Lee, K en
dc.contributor.advisor Heap, R en
dc.contributor.author Baker, Oliver en
dc.date.accessioned 2016-01-18T22:55:41Z en
dc.date.issued 2016 en
dc.identifier.citation 2016 en
dc.identifier.uri http://hdl.handle.net/2292/28029 en
dc.description Available to authenticated members of The University of Auckland. en
dc.description.abstract New Zealand’s national achievement information for writing shows that students in Years 4-8 are not achieving at national expectation (Ministry of Education, 2014). In fact this achievement information shows a marked decrease in achievement levels from Year 4 onwards, with achievement levels at the end of Year 8 being the lowest. With only approximately 68% of Year 8 students achieving at, above, or well above in writing at the end of 2013, there is an obvious need to accelerate students’ progress and improve achievement levels for writing. The intervention that is the subject of this study took place in a modern learning environment school, in Auckland. Digital Game Based Learning (DGBL) was integrated into a literacy programme and used as a dedicated teaching tool for four weeks to target the learning needs of a group of students. Five participants ranging from Year 6 to Year 8 were selected. The intervention focused on improving the students’ ability to generate ideas and develop depth (coherence and complexity) in their writing. In addition, these writers needed increased motivation to write and support to use strategies independently to improve their writing. The teaching intervention was delivered and assessed using a pre- and post- e-asTTle assessment tool and participant interviews. The intervention was successful; results showed significant ‘shift’ in the targeted area of ideas and participants’ responses to the intervention were favourable, with high levels of engagement. The relationship of high engagement with improved achievement in idea generation and development was a key outcome of the intervention. While gaming has been used in educational settings before, explicitly using noneducational games, which are relevant to our young people, to promote achievement is only just beginning to be undertaken and investigated. Digital video game worlds and characters rival those of any popular film or work of fiction. It is both exciting and long overdue to finally begin to see their integration in our classrooms and their potential to promote learning across the curriculum harnessed. en
dc.publisher ResearchSpace@Auckland en
dc.relation.ispartof Masters Thesis - University of Auckland en
dc.relation.isreferencedby UoA en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights Restricted Item. Available to authenticated members of The University of Auckland. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.rights.uri http://creativecommons.org/licenses/by-nc-sa/3.0/nz/ en
dc.title “Game On!”: Levelling up writing through gaming en
dc.type Thesis en
thesis.degree.discipline Education en
thesis.degree.grantor The University of Auckland en
thesis.degree.level Masters en
dc.rights.holder Copyright: The Author en
pubs.elements-id 517374 en
pubs.record-created-at-source-date 2016-01-19 en

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