Writing and Assessing Procedural Rhetoric in Student-produced Video Games

Colby, Richard

doi:10.1016/j.compcom.2013.12.003

Cited by 19 publications

(9 citation statements)

References 7 publications

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“…Moreover, the concept of a digital video-based learning environment can have a stronger effect than traditional face-to-face settings (Prilop et al, 2020). This is in line with (Colby, 2014) research which concludes that adding video games to writing courses opens up wider possibilities for considering how multimodal texts communicate rhetorically, in particular how the rules and game systems-procedures-offer additional modes of communication that engage writers to more actively considering how readers may interact with work. So, video can be judged to be the right medium for online learning activities.…”

Section: Finding and Discussionsupporting

confidence: 64%

The Use of Trailer Film to Increase English Essay Writing

Meinawati

Setianingrum

Alawiyah

et al. 2021

AIJP

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Essay writing has a fairly complex level of difficulty. Moreover, the online and offline learning process in the era of technological progress has directed learning activities to be carried out through technological innovation. The purpose of this study was to determine the impact of film trailers on improving English essay writing skills for students at Bina Sarana Informatika University, Jakarta. The research method uses experiments with a one-group experimental design. Participants were taken using a purposive sampling technique of as many as 50 students. The research was conducted on 3rd-semester students of the 2021-2022 academic year. The data analysis technique used essay tests and observation. Data were analyzed using a t-test. The results showed that students in the Essay Writing class experienced an increase in their ability to write English essays. There are 80% of the respondents who experienced an increase in their English essay writing test scores before and after using the film trailer learning media. In addition, the data from the t-test also showed that t-Stat t-table (-10.384 2.0095), meaning that there was a significant effect of movie trailers on English essay writing skills. The results of the study also have implications for the understanding of the teaching staff regarding the use of digital learning media or technology applications in building more innovative writing classes

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Section: Finding and Discussionsupporting

confidence: 64%

The Use of Trailer Film to Increase English Essay Writing

Meinawati

Setianingrum

Alawiyah

et al. 2021

AIJP

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“…The learning goals for the game-making exercise at hand were to a) understand how playful communication strategies are developed in a 'dialogue' with the tools and materials used; b), to explore the notion of bricolage in research (Antonijevic and Cahoy 2018); and c), to 'translate' a shared personal experience into an in-game persona. Procedural rhetoric in selected student games was evaluated (Colby 2014) based on the prototypes and corresponding reflection notes to identify patterns in the use and transformation of learner personas throughout the process. The student games covered a broad range of topics from the ecological footprint of tourism and 'fast fashion', and issues of inequality (e.g.…”

Section: Scenario C: Experimenting With Learner Personas Through Gamementioning

confidence: 99%

Playable Personas: Using Games and Play to Expand the Repertoire of Learner Personas

2021

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This article explores how playing and co-creating games in higher education contexts contributes to expanding learner personas and facilitating a multimodal learning experience. Working from the interdisciplinary perspectives of media/games studies, pedagogy, and linguistic anthropology, we conceptualize in-class learning as the making and playing of games, reporting on game experiments and playful practices targeted at learning key theoretical concepts in our disciplines. Game-based modifications to established educational practices involved: replacing lectures with Educational Live Action Role Play (Bowman 2014) sessions, using acting/performance games (Flanagan 2009) to critically reflect on ideas of community and collective identity, and introducing Twine (Werning 2017; Wilson & Saklofske 2019) to defamiliarize the expected structures and media modalities of academia. Based on evidence from participant reflections and classroom ethnographies, we argue that games can serve as a resource for extending the expressive spectrum of learner personas, for enabling embodied, participatory learning of theory, and for empowering students and educators to reflect on our internalized rules of the game of education.

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“…Using video games to reapproach technical writing as a creative process requires instructors to reframe their assessment methods. Colby (2014) argues that game-based writing projects should include opportunities for students to clarify the logic used when creating interactive experiences for others. Emphasizing the rationale underlying key design choices can endow students with critical thinking skills that will help them feel more confident in their ability to effectively use different technologies in the future (Shipka, 2011).…”

Section: Challenges: Adapting Minecraft To New Contextsmentioning

confidence: 99%

Writing for Players

Kelly

2021

Prompt

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This article describes a technical writing assignment that requires students to use Minecraft to design and document interactive learning environments. In this project, students balance a critical awareness of this game's technical features with a rhetorical understanding of how those features impact the audience’s experiences and actions. This article demonstrates how video game-based writing projects can help students understand the role of an audience's agency in technical communication.

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Writing and Assessing Procedural Rhetoric in Student-produced Video Games

Cited by 19 publications

References 7 publications

The Use of Trailer Film to Increase English Essay Writing

The Use of Trailer Film to Increase English Essay Writing

Playable Personas: Using Games and Play to Expand the Repertoire of Learner Personas

Writing for Players

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