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English acquisition playing Mass Effect: a study in video games, cognitive psychology and the Swedish upper secondary school curriculum
Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Informatics and Media.
2010 (English)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

This essay researches video games and learning. The academic interest in video games is steadily growing and this teacher‟s degree unifies interactive game play with the learning possibilities of the media. The study compares the Swedish upper secondary school curriculum Lpf94 with Gee‟s educational theory. The correlations are analyzed for compatibility, and Bioware‟s 2007 video game Mass Effect is applied to see what elements are capable to teach playing students English. A qualitative methodology is used according to Malterud‟s template analysis style and follows a top-down fashion. The material is analyzed through a triangulation system where each piece is read as a text and is compared and interpreted. The results show that Lpf94 and Gee‟s theory has a generally high compatibility. English learning is viable since Mass Effect provides the player with a language simulator that puts the language in a logical environment. Although the game script is static, the study shows that Mass Effect includes vocabulary training, a pragmatic understanding of language, and a tool for class room teaching.

Place, publisher, year, edition, pages
2010. , 36 p.
Keyword [en]
Mass Effect, non-compulsory curriculum, Lpf94, Gee, educational media, cognitive psychology, video game, semiotic domain, pedagogies
URN: urn:nbn:se:uu:diva-148309OAI: diva2:401904
Humanities, Theology
Available from: 2011-04-29 Created: 2011-03-04 Last updated: 2011-04-29Bibliographically approved

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