Leveraging English Learners' Identities in Game Design

As game-based learning (GBL) activities grow in popularity, research must address not only the content and mechanics of game play, but also the classroom experiences that contextualize GBL activities. A better understanding of how students relate to GBL is paramount; toward that end, this paper proposes an analytical framework for interpreting student narratives about classroom gameplay. Narrative inquiry using Linde’s (1993) coherence model of storytelling offers a way to introduce student voices to the GBL literature and improve implementation for educators interested in GBL.