Game time: games for the consolidation of grammar and assessment

Lowien, Nathan ORCID: https://orcid.org/0000-0001-8907-2198 (2022) Game time: games for the consolidation of grammar and assessment. Practical Literacy: The Early and Primary Years, 27 (1). pp. 29-33. ISSN 2204-3667


Abstract

Games are more than just entertainment. Games can form social connections, allow for meaningful exchanges between players and offer opportunities for repeated practice. There is a growing research base describing the benefits of game design for literacy and learning (Gee, 2003; 2007); how games can situate literacy learning (Apperley and Beavis, 2013; Beavis, 2012; Beavis et al., 2017) and how games can be used to support students' critical literacy skills (Bacalja, 2018; Gutierrez and Beavis, 2012; Lowien, 2016). Many of these principles apply whether a game is played with the use of a game board, a set of cards or on a mobile phone, console or computer. In this article, I explore how games can be used to consolidate students' knowledge of explicitly taught grammar concepts, through opportunities of repeated practice. These opportunities of repeated practice also act as moments in which students can use peer and self assessment.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: No
Item Status: Live Archive
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Date Deposited: 21 Mar 2022 04:22
Last Modified: 23 Sep 2022 02:47
Uncontrolled Keywords: grammar; assessment; games; literacy and learning
Fields of Research (2020): 39 EDUCATION > 3901 Curriculum and pedagogy > 390104 English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL)
Socio-Economic Objectives (2020): 16 EDUCATION AND TRAINING > 1603 Teaching and curriculum > 160302 Pedagogy
URI: http://eprints.usq.edu.au/id/eprint/47098

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