Hugh O’Donnell
Games-Based Learning as an Interdisciplinary Approach to Literacy across Curriculum for Excellence
University of Edinburgh
literacy remains area concern early secondary education scotland ages 1214 recent research suggesting continued decline attainment levels literacy underpins learning interdisciplinary collaborative approaches teaching literacy emphasized new curriculum excellence aims address issue clear however types learning activity appropriate implementing new cooperative approach one candidate use educational games reflective writing extent learners demonstrate transferable literacy skills engaging educational games paper evaluates effectiveness multiuser simulation game mars colony challenger mcc portrays scientifically accurate mars colonisation mission way aims facilitate scientific literary development class secondary school pupils n28 used game within context science class three states matter produced written narratives captured experiential learning undertaken comparing narratives remaining pupils cohort used mcc science class revealed statistically significant difference literacy ability qualitative analysis narratives highlighted high level engagement inspiration evoked experience consequently results highlight efficacy mcc means literacy development suggest means elicit greater frequency opportunity pupil engagement subsequent assessment literacy competencies