Zombies and ethical theories: Exploring transformational play as a framework for teaching with videogames

• Published in: Learning, culture and social interaction Vol. 19; pp. 40 - 50
• Main Authors: de Sousa, Filipa, Rasmussen, Ingvill, Pierroux, Palmyre
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01.12.2018
• Subjects: Citizenship education and ethics; Classroom interaction; Dialogical teaching and learning; Game-based learning; Transformational play; Transformational play; Dialogical teaching and learning; Classroom interaction; Game-based learning; Citizenship education and ethics
• ISSN: 2210-6561; 2210-657X
• DOI: 10.1016/j.lcsi.2018.04.011

Videogames are included among the wide array of digital resources available to teachers to foster student engagement and teach domain-specific content. In this study, we analyze how two teachers in two countries used the commercial videogame The Walking Dead™ to teach ethical theories in upper secondary citizenship education. In both cases, students collaborated in playing the videogame, and teachers led whole-class and small-group discussions to relate the game narrative to the curriculum. However, the analysis identified two different instructional designs and dialogic approaches to integrating the videogame with other educational resources. Extending the concept of transformational play, the analysis showed how the respective teaching approaches supported student learning and engagement by facilitating different types of positioning work. •A qualitative analysis of game-based learning from two countries•Transformational play addresses the learning potential in game-based learning.•Integration with other educational resources and instructional designs is a key.•Transformational play is achieved via the teachers' dialogical approaches.