Role-Playing Video Games and Informal Reading Learning: A Narrative Inquiry Study

Abstract

This research aims to explore players' reactions to role-playing video games in the context of self-regulated learning, particularly in the field of reading. The study seeks a response to self-regulated learning within the context of extensive reading in video game role-playing games. The participants in this study included four college students from different universities, and one graduated vocational high school student. Qualitative research methods were employed, utilizing narrative inquiry through written and oral interviews with open-ended questions. This study's findings reveal that all participants provided diverse, predominantly positive responses. The players demonstrated an awareness of the importance of analyzing tasks prior to execution, monitoring and carrying out tasks, and evaluating completed tasks. Furthermore, including dialogues, journals, and character backgrounds in the games helped sustain player engagement and motivation in extensive reading. Therefore, these findings suggest that role-playing games can effectively support self-regulated learning, particularly in the context of extensive reading.