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Game/Write: Gameplay as a Factor in College-Level Literacy and Writing Ability
Abstract
This chapter explores the potential correlation between college students' leisurely video game experience and their narrative composition writing ability in a first-semester university writing course. This exploratory survey data report moderate correlations between students' aggregated video game experience (years spent playing) and their ability to articulate tension and turn, and use proper organization in composition assignments, notably a diagnostic essay assigned on the first day of class, prior to formal instruction. Findings suggest that leisure gameplay might help develop competency with the same cognitive and creative skills related to written narrative ability by exposing players – in particular, adolescents – to elements of narrative through the gameplay process, facilitating the learning of these skills in the classroom. In conclusion, the authors suggest areas for future research on this topic.
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