Game time: games for the consolidation of grammar and assessment

Article


Lowien, Nathan. 2022. "Game time: games for the consolidation of grammar and assessment." Practical Literacy: the Early and Primary Years. 27 (1), pp. 29-33.
Article Title

Game time: games for the consolidation of grammar and assessment

Article CategoryArticle
Authors
AuthorLowien, Nathan
Journal TitlePractical Literacy: the Early and Primary Years
Journal Citation27 (1), pp. 29-33
Number of Pages5
Year2022
PublisherAustralian Literacy Educators' Association (ALEA)
Place of PublicationAustralia
ISSN2204-3667
Web Address (URL)https://search.informit.org/doi/abs/10.3316/informit.279693863993158
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.

Keywordsgrammar; assessment; games; literacy and learning
ANZSRC Field of Research 2020390104. English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL)
Byline AffiliationsSchool of Education
Institution of OriginUniversity of Southern Queensland
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https://research.usq.edu.au/item/q7189/game-time-games-for-the-consolidation-of-grammar-and-assessment

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