Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Home
Hostname: page-component-7ccbd9845f-mpxzb Total loading time: 0.511 Render date: 2023-01-28T14:50:33.241Z Has data issue: true Feature Flags: { "useRatesEcommerce": false } hasContentIssue true
  • English
ReCALL ReCALL

Article contents

Her Story or their own stories? Digital game-based learning, student creativity, and creative writing

Published online by Cambridge University Press:  19 June 2019

Sangmin-Michelle Lee Open the ORCID record for Sangmin-Michelle Lee[Opens in a new window]
Sangmin-Michelle Lee*
Affiliation:
Kyung Hee University, Republic of Korea (sangminlee@khu.ac.kr)
Get access Rights & Permissions[Opens in a new window]

Abstract

This qualitative study investigates a media transfer project in which a digital game was used to promote student creativity in an English as a foreign language (EFL) class. The paper first addresses the potential of opportunities for stimulating student creativity and motivation. Creativity has been highlighted as a core competency and has garnered considerable interest in many fields in recent years; however, creativity and creative writing are rarely cultivated in EFL writing classrooms. This study uses a digital game and designs a creative writing project to provide an authentic learning opportunity through which students were able to develop their creativity, use the target language in a meaningful way, and enjoy learning. A murder mystery game, Her Story, was selected because it provides a springboard for creative writing due to its fragmented and ambiguous narrative. Based on the game plot, 25 Korean university students reimagined the narrative in creative writing projects of their own. The study analyzes the students’ writing according to three constructs in Torrance’s model of creativity: originality, flexibility, and elaboration. The results demonstrate how the students’ writing exhibits considerable creativity in all three constructs. Student reflection papers and surveys indicate that participating in the project enhanced the students’ motivation for and engagement in learning.

Keywords

digital game-based language learningcreativitycreative writingEFL writing
Type
Regular papers
Information
ReCALL , Volume 31 , Issue 3 , September 2019 , pp. 238 - 254
Copyright
© European Association for Computer Assisted Language Learning 2019 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Adams, E. (1999) The designer’s notebook: Three problems for interactive storytellers. http://www.gamasutra.com/view/feature/131821/the_designers_notebook_three_.phpGoogle Scholar
Aguilar, S. J., Holman, C. & Fishman, B. J. (2018) Game-inspired design: Empirical evidence in support of gameful learning environments. Games and Culture, 13(1): 44–70. https://doi.org/10.1177/1555412015600305Google Scholar
Bakhtin, M. M. (1981) The dialogic imagination: Four essays. Austin: University of Texas Press.Google Scholar
Baleghizadeh, S. & Dargahi, Z. (2016) What aspects of creativity environment do EFL textbooks take into account? In Tomlinson, B. (ed.), SLA research and materials development for language learning. Abingdon: Routledge, 185–197.Google Scholar
Bell, N. (2012) Formulaic language, creativity, and language play in a second language. Annual Review of Applied Linguistics, 32: 189–205. https://doi.org/10.1017/S0267190512000013CrossRefGoogle Scholar
Birdsell, B. (2013) Motivation and creativity in the foreign language classroom. FLLT Conference Proceedings, 2(1): 887–903.Google Scholar
Black, R. W. (2005) Access and affiliation: The literacy and composition practices of English-language learners in an online fanfiction community. Journal of Adolescent & Adult Literacy, 49(2): 118–128. https://doi.org/10.1598/JAAL.49.2.4CrossRefGoogle Scholar
Bordwell, D., Staiger, J. & Thompson, K. (2003) The classical Hollywood cinema: Film style & mode of production to 1960. London: Routledge.Google Scholar
Carrasquel, S. (1998) Creative writing: A resource for increasing overall foreign or second language proficiency. TESL Reporter, 31: 11–20.Google Scholar
Carter, R. (2004) Language and creativity: The art of common talk. London: Routledge.Google Scholar
Checa-Romero, M. (2016) Developing skills in digital contexts: Video games and films as learning tools at primary school. Games and Culture, 11(5): 463–488. https://doi.org/10.1177/1555412015569248CrossRefGoogle Scholar
Chiu, Y., Kao, C. & Reynolds, B. L. (2012) The relative effectiveness of digital game-based learning types in English as a foreign language setting: A meta-analysis. British Journal of Educational Technology, 43(4): E104–E107. https://doi.org/10.1111/j.1467-8535.2012.01295.xCrossRefGoogle Scholar
Cornillie, F. & Desmet, P. (2013) Seeking out fun failure: How positive failure feedback could enhance the instructional effectiveness of CALL mini-games. In Global perspectives on computer-assisted language learning: Proceedings of WorldCALL 2013 (pp. 64–68). University of Ulster, Northern Ireland, 10–13 July.Google Scholar
Cornillie, F., Jacques, I., de Wannemacker, S., Paulussen, H. & Desmet, P. (2011) Vocabulary treatment in adventure and role-playing games: A playground for adaptation and adaptivity. In de Wannemacker, S., Clarebout, G., and de Causmaecker, P. (eds.), Interdisciplinary approaches to adaptive learning: A look at the neighbours: First International Conference on Interdisciplinary Research on Technology, Education and Communication, ITEC 2010 (pp. 131–146). Kortrijk, Belgium: Springer, 25–27 May. https://doi.org/10.1007/978-3-642-20074-8_11Google Scholar
Craft, A. (2005) Creativity in schools: Tensions and dilemmas. Abingdon: Routledge.CrossRefGoogle Scholar
Csikszentmihalyi, M. (2014) The systems model of creativity: The collected works of Mihaly Csikszentmihalyi. Dordrecht: Springer.CrossRefGoogle Scholar
Dai, F. (2010) English-language creative writing in mainland China. World Englishes, 29(4): 546–556. https://doi.org/10.1111/j.1467-971X.2010.01681.xCrossRefGoogle Scholar
Dickey, M. D. (2006) Game design narrative for learning: Appropriating adventure game design narrative devices and techniques for the design of interactive learning environments. Educational Technology Research & Development, 54(3): 245–263. https://doi.org/10.1007/s11423-006-8806-yCrossRefGoogle Scholar
Dickey, M. D. (2011) Murder on Grimm Isle: The impact of game narrative design in an educational game-based learning environment. British Journal of Educational Technology, 42(3): 456–469. https://doi.org/10.1111/j.1467-8535.2009.01032.xCrossRefGoogle Scholar
Dondlinger, M. J. (2007) Educational video game design: A review of the literature. Journal of Applied Educational Technology, 4(1): 21–31.Google Scholar
Doyle, C. L. (1998) The writer tells: The creative process in the writing of literary fiction. Creativity Research Journal, 11(1): 29–37. https://doi.org/10.1207/s15326934crj1101_4CrossRefGoogle Scholar
Grainger, T., Goouch, K. & Lambirth, A. (2005) Creativity and writing: Developing voice and verve in the classroom. Abingdon: Routledge.CrossRefGoogle Scholar
Feuer, A. (2011) Developing foreign language skills, competence and identity through a collaborative creative writing project. Language, Culture and Curriculum, 24(2): 125–139. https://doi.org/10.1080/07908318.2011.582873CrossRefGoogle Scholar
Herodotou, C., Winters, N. & Kambouri, M. (2015) An iterative, multidisciplinary approach to studying digital play motivation: The model of game motivation. Games and Culture, 10(3): 249–268. https://doi.org/10.1177/1555412014557633CrossRefGoogle Scholar
Hsiao, H.-S., Chang, C.-S., Lin, C.-Y. & Hu, P.-M. (2014) Development of children’s creativity and manual skills within digital game-based learning environment. Journal of Computer Assisted Learning, 30(4): 377–395. https://doi.org/10.1111/jcal.12057CrossRefGoogle Scholar
Hsieh, H.-F., & Shannon, S. E. (2005) Three approaches to qualitative content analysis. Qualitative Health Research, 15(9): 1277–1288. https://doi.org/10.1177/1049732305276687CrossRefGoogle ScholarPubMed
Huizenga, J., Admiraal, W., Akkerman, S. & ten Dam, G. (2009) Mobile game-based learning in secondary education: Engagement, motivation and learning in a mobile city game. Journal of Computer Assisted Learning, 25(4): 332–344. https://doi.org/10.1111/j.1365-2729.2009.00316.xCrossRefGoogle Scholar
Jackson, L. A., Witt, E. A., Games, A. I., Fitzgerald, H. E., von Eye, A. & Zhao, Y. (2012) Information technology use and creativity: Findings from the Children and Technology Project. Computers in Human Behavior, 28(2): 370–376. https://doi.org/10.1016/j.chb.2011.10.006CrossRefGoogle Scholar
Jenkins, H. (2004) Game design as narrative architecture. In Wardrip-Fruin, N. & Harrigan, P. (eds.), First person: New media as story, performance, and game. Cambridge, MA: The MIT Press, 118–130.Google Scholar
Kangas, M. (2010) Creative and playful learning: Learning through game co-creation and games in a playful learning environment. Thinking Skills and Creativity, 5(1): 1–15. https://doi.org/10.1016/j.tsc.2009.11.001CrossRefGoogle Scholar
Kao, C.-W. (2014) The effects of digital game-based learning task in English as a foreign language contexts: A meta-analysis. Education Journal, 42(2): 113–141.Google Scholar
Lee, S.-M. (2017) Construction of meaning in students’ multimodal hypertext writing. Modern English Education, 18(2): 47–69. https://doi.org/10.18095/meeso.2017.18.2.01CrossRefGoogle Scholar
Lieberoth, A. (2015) Shallow gamification: Testing psychological effects of framing an activity as a game. Games and Culture, 10(3): 229–248. https://doi.org/10.1177/1555412014559978CrossRefGoogle Scholar
Maley, A. (2012) Creative writing for students and teachers. Humanising Language Teaching, 14(3). http://old.hltmag.co.uk/jun12/mart01.htmGoogle Scholar
Marashi, H. & Dadari, L. (2012) The impact of using task-based writing on EFL learners’ writing performance and creativity. Theory and Practice in Language Studies, 2(12): 2500–2507. https://doi.org/10.4304/tpls.2.12.2500-2507CrossRefGoogle Scholar
McCallum, A. (2012) Creativity and learning in secondary English: Teaching for a creative classroom. London: Routledge. https://doi.org/10.4324/9780203122488CrossRefGoogle Scholar
McVey, D. (2008) Why all writing is creative writing. Innovations in Education and Teaching International, 45(3): 289–294. https://doi.org/10.1080/14703290802176204CrossRefGoogle Scholar
Nosratinia, M. & Razavi, F. (2016) Writing complexity, accuracy, and fluency among EFL learners: Inspecting their interaction with learners’ degree of creativity. Theory and Practice in Language Studies, 6(5): 1043–1052. https://doi.org/10.17507/tpls.0605.19CrossRefGoogle Scholar
OECD (2015) OECD/INFE Core competencies framework on financial literacy for youth. https://www.oecd.org/finance/Core-Competencies-Framework-Youth.pdfGoogle Scholar
Pannese, L., Hallmeier, R., Hetzner, S. & Confalonieri, L. (2009) Storytelling and serious games for creative learning in an intergenerational setting. Proceedings of the European Conference on Games-Based Learning (pp. 303–311). Graz, Austria, 12–13 October. https://doi.org/10.13140/RG.2.1.1185.6088CrossRefGoogle Scholar
Perrotta, C., Featherstone, G., Aston, H. & Houghton, E. (2013) Game-based learning: Latest evidence and future directions. https://www.nfer.ac.uk/publications/GAME01/GAME01.pdfGoogle Scholar
Piaget, J. (2002) The language and thought of the child (3rd ed.). London: Routledge.Google Scholar
Prensky, M. (2001) Digital game-based learning. New York: McGraw-Hill.Google Scholar
Przybylski, A. K., Rigby, R. M. & Ryan, C. S. (2010) A motivational model of video game engagement. Review of General Psychology, 14(2): 154–166. https://doi.org/10.1037/a0019440CrossRefGoogle Scholar
Randolph, P. T. (2011) Using creative writing as a bridge to enhance academic writing. In Perren, J. M., Losey, K., Popko, J., Perren, D. O., Piippo, A., and Gallo, L. (eds.), “New horizon: Striding into the future”: Selected proceedings of 2011 Michigan Teachers of English to Speakers of Other Languages Conference (pp. 70–83). Kalamazoo, Michigan, 7–8 October.Google Scholar
Reichelt, M. (1999) Toward a more comprehensive view of L2 writing: Foreign language writing in the U.S. Journal of Second Language Writing, 8(2): 181–204. https://doi.org/10.1016/S1060-3743(99)80127-1CrossRefGoogle Scholar
Reinders, H. & Wattana, S. (2015) Affect and willingness to communicate in digital game-based learning. ReCALL, 27(1): 38–57. https://doi.org/10.1017/S0958344014000226CrossRefGoogle Scholar
Romero, M., Usart, M. & Ott, M. (2015) Can serious games contribute to developing and sustaining 21st century skills? Games and Culture, 10(2): 148–177. https://doi.org/10.1177/1555412014548919CrossRefGoogle Scholar
Ronimus, M., Kujala, J., Tolvanen, A. & Lyytinen, H. (2014) Children’s engagement during digital game-based learning of reading: The effects of time, rewards, and challenge. Computers & Education, 71(2014): 237–246. https://doi.org/10.1016/j.compedu.2013.10.008CrossRefGoogle Scholar
Ryan, R. M., Rigby, C. S. & Przybylski, A. (2006) The motivational pull of video games: A self-determination theory approach. Motivation and Emotion, 30(4): 344–360. https://doi.org/10.1007/s11031-006-9051-8CrossRefGoogle Scholar
Sandberg, K. E. (2013) Hypertext: Its nature and challenges for college students. Journal of College Reading and Learning, 44(1): 51–71. https://doi.org/10.1080/10790195.2013.10850372CrossRefGoogle Scholar
Sauro, S. (2017) Online fan practices and CALL. CALICO Journal, 34(2): 131–146. https://doi.org/10.1558/cj.33077CrossRefGoogle Scholar
Sauro, S. & Sundmark, B. (2016) Report from Middle-Earth: Fan fiction tasks in the EFL classroom. ELT Journal, 70(4): 414–423. https://doi.org/10.1093/elt/ccv075CrossRefGoogle Scholar
Schaefer, R. T. (2016) Sociology: A brief introduction (12th edition). New York: McGraw-Hill.Google Scholar
Schreier, M. (2014) Qualitative content analysis. In Flick, U. (ed.), The SAGE handbook of qualitative data analysis. London: SAGE, 170–183.CrossRefGoogle Scholar
Sitorus, J. & Masrayati (2016) Students’ creative thinking process stages: Implementation of realistic mathematics education. Thinking Skills and Creativity, 22(2016): 111–120. https://doi.org/10.1016/j.tsc.2016.09.007CrossRefGoogle Scholar
Sternberg, R. J. (ed.) (1999) Handbook of creativity. Cambridge: Cambridge University Press.Google Scholar
Sturgell, I. (2008) Touchstone texts: Fertile ground for creativity. The Reading Teacher, 61(5): 411–414. https://doi.org/10.1598/RT.61.5.5CrossRefGoogle Scholar
Sundqvist, P. (2009) Extramural English matters: Out-of-school English and its impact on Swedish ninth graders’ oral proficiency and vocabulary. Karlstad, PhD: Karlstad University Studies, 2009: 55.Google Scholar
Sylvén, L. K. & Sundqvist, P. (2012) Gaming as extramural English L2 learning and L2 proficiency among young learners. ReCALL, 24(3): 302–321. https://doi.org/10.1017/S095834401200016XCrossRefGoogle Scholar
Thorne, S. L., Sauro, S. & Smith, B. (2015) Technologies, identities, and expressive activity. Annual Review of Applied Linguistics, 35(2015): 215–233. https://doi.org/10.1017/S0267190514000257CrossRefGoogle Scholar
Thorne, S. L. & Watters, E. (2013) Review of language at play: Digital games in second and foreign language teaching and learning. Language Learning & Technology, 17(3): 47–51.Google Scholar
Tin, T. B. (2011) Language creativity and co-emergence of form and meaning in creative writing tasks. Applied Linguistics, 32(2): 215–235. https://doi.org/10.1093/applin/amq050CrossRefGoogle Scholar
Tin, T. B. (2013) Towards creativity in ELT: The need to say something new. ELT Journal, 67(4): 385–397. https://doi.org/10.1093/elt/cct022CrossRefGoogle Scholar
Torrance, E. P. (1988) The nature of creativity as manifest in its testing. In Sternberg, R. J. (ed.), The nature of creativity: Contemporary psychological perspectives. Cambridge: Cambridge University Press, 43–75.Google Scholar
Vygotsky, L. S. (1986) Thought and language. Cambridge, MA: MIT Press.Google Scholar
Wang, A. Y. (2007) Contexts of creative thinking: Teaching, learning, and creativity in Taiwan and the United States. Claremont Graduate University, unpublished PhD.Google Scholar
Wang, A. Y. (2012) Exploring the relationship of creative thinking to reading and writing. Thinking Skills and Creativity, 7(1): 38–47. https://doi.org/10.1016/j.tsc.2011.09.001CrossRefGoogle Scholar
Wang, H. & Cheng, Y. (2016) Dissecting language creativity: English proficiency, creativity, and creativity motivation as predictors in EFL learners’ metaphoric creativity. Psychology of Aesthetics, Creativity, and the Arts, 10(2): 205–213. http://dx.doi.org/10.1037/aca0000060CrossRefGoogle Scholar
Wu, W.-H., Hsiao, H.-C., Wu, P.-L., Lin, C.-H. & Huang, H.-S. (2012) Investigating the learning-theory foundations of game-based learning: A meta-analysis. Journal of Computer Assisted Learning, 28(3): 265–279. https://doi.org/10.1111/j.1365-2729.2011.00437.xCrossRefGoogle Scholar
Zheng, D., Young, M. F., Brewer, R. A. & Wagner, M. (2009) Attitude and self-efficacy change: English language learning in virtual worlds. CALICO Journal, 27(1): 205–231. https://doi.org/10.11139/cj.27.1.205-231CrossRefGoogle Scholar
18
Cited by

Save article to Kindle

To save this article to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Her Story or their own stories? Digital game-based learning, student creativity, and creative writing
Available formats
×

Save article to Dropbox

To save this article to your Dropbox account, please select one or more formats and confirm that you agree to abide by our usage policies. If this is the first time you used this feature, you will be asked to authorise Cambridge Core to connect with your Dropbox account. Find out more about saving content to Dropbox.

Her Story or their own stories? Digital game-based learning, student creativity, and creative writing
Available formats
×

Save article to Google Drive

To save this article to your Google Drive account, please select one or more formats and confirm that you agree to abide by our usage policies. If this is the first time you used this feature, you will be asked to authorise Cambridge Core to connect with your Google Drive account. Find out more about saving content to Google Drive.

Her Story or their own stories? Digital game-based learning, student creativity, and creative writing
Available formats
×
×

Reply to: Submit a response

Please enter your response.

Your details

Please enter a valid email address.

Conflicting interests

Do you have any conflicting interests? *