Play the game, live the story: pushing narrative boundaries with young adult videogames

Abstract

Purpose

Videogames are complex, meaningful and multimodal texts. This study aims to explore how students could learn about narratives from, and be engaged by, playing a videogame and how a teacher adapted their pedagogy to incorporate the young adult videogame (YA game) What Remains of Edith Finch into an English Language Arts curriculum.

Design/methodology/approach

This case study examined the experiences of a classroom teacher and students in a Year 10 English class in Australia. Thematic analysis included a wide range of data, including interviews, surveys, observations and artefacts.

Findings

First, students demonstrated a strong understanding of the game as a narrative text, including essential components of narrative such as plot, characterisation, themes, settings and literary techniques. Second, students experienced a consistently high level of engagement and embodiment throughout the study as a consequence of the interactive, collaborative and multimodal nature of YA games. Third, the teacher discovered that he was able to achieve key curriculum outcomes with the videogame through re-imagining pedagogy.

Originality/value

A playful approach allows teachers and students to be curious about the diverse narrative pathways possible within YA games and offers new opportunities to experience embodiment within and through digital texts.

Citation

Theodoulou, J. and Curwood, J.S. (2023), "Play the game, live the story: pushing narrative boundaries with young adult videogames", English Teaching: Practice & Critique, Vol. 22 No. 2, pp. 234-246. https://doi.org/10.1108/ETPC-08-2022-0105