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Networks of Interaction: Investigating Writing Course Design Through Fourth Generation Activity Theory and Principles of Play NETWORKS OF INTERACTION: WRITING COURSE DESIGN THROUGH FOURTH GENERATION ACTIVITY THEORY AND PRINCIPLES OF PLAY Marshall James Saenz A Dissertation Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY May 2019 Committee: Lee Nickoson, Advisor Tracy Huziak-Clark Graduate Faculty Representative Daniel Vincent Bommarito Ethan Jordan © 2019 Marshall Saenz All Rights Reserved iii ABSTRACT Lee Nickoson, Advisor Honnicutt’s (1990) “Leisure and play in Plato, teaching and philosophy of learning” and D’Angour’s (2013) “Plato and play: Taking education seriously in Ancient Greece” reveal games, play, and learning have a long pedagogical history in the classroom. With the mainstream emergence video games in the 1970’s, it wasn’t long before academics such as Malone (1980) began to explore how these games may assist formal education; however, some 39 years later video games often found tenuous if not contentious ground in academia. Even so, scholars such as Gee, Selfe, and Alexander took an optimistic view of games, professing their value not only for learning in general, but for writing. These scholars’ work laid a foundation for why games deserved consideration, but the question of how to utilize games and play in writing instruction remain an open conversation. This study works at providing some answers to this complex question insofar as First-Year Writing is concerned, through a site-specific study aimed at the creation of a development kit for creating games and play at Bowling Green State University. Using activity theory, ethnography, and survey, this study articulates and apparatus for exploring way to develop games and play through several prototypes. The study asks the following research questions: How can game-based learning (GBL) be better understood, implemented, and measured in first-year writing courses? What are some specific tools and designs that first-year writing teachers can use and augment for game-based learning? How can instructors use specific game-based strategies and tools to identify with their students, their curriculum, and themselves? iv My findings are understood and processed through intersections of activity theory, teacher research, and Dynamic Criteria Mapping philosophies that examine actions, artifacts, and feedback through discussion boards and feedback of the participants in this study. The study invites the researcher and participant to serve as co-producers, engaging in forms of academic that encourage cyclic and praxis-oriented development. The results indicate a promising foundation for a development kit that may help praxis-minded teachers in creating activities, modules, and text that network interactive classroom experiences. v ACKNOWLEDGMENTS This project has been a wonderful journey of discovery made possible by the support of so many brilliant and supportive people who helped guide my path along the way. I would like to first thank my chair, Dr. Lee Nickoson for her wisdom, patience, and genuine interest in helping this project grow from scribbles in a notebook to a completed project. What you taught me about thoughtfulness and compassion as a teacher and mentor will forever shape my practices. I would also like to thank the rest of my committee: Dr. Daniel Bommarito for the many conversations that led to productive breakthroughs. Your willingness to roll up the sleeves, to seek the “rough ground,” and to find that necessary friction has made all the difference in inspiring me to seek those hard to find answers, Dr. Ethan Jordan for his generosity and expertise in all things gaming. Our work together over the past few years has helped me learn so much about what it means to be a teacher/developer; and Dr. Tracy Huziak-Clark for her thoughtful insights and for encouraging me to look more into myself for this project. Additionally, I would like to thank my wonderful cohort. It’s hard to fail when surrounded by so many talented and encouraging colleagues. Each of you have helped me find myself, and I continue to grow and learn from each of you. A special thanks to Lauren Garskie for the many pep talks and pink cupcakes. Also, thanks to Bryan Nakawaki for his quick tips and for turning cardboard sideways during our many meetings. My most heartfelt thanks go to my amazing partner, Linda Peralez. Her unwavering love, support, and care throughout this project made every step of this journey worthwhile. Last but certainly not least, I give thanks to my parents, siblings, and friends who stood behind me since this project’s inception. Your contributions to my development and this project go beyond measure. I am so filled with gratitude for each and every one of you. vi TABLE OF CONTENTS Page CHAPTER 1: MINDSETS FOR ENGAGING AND DESIGNING PRODUCTIVE PLAY IN FIRST YEAR COMPOSITION ......................................................................................... 1 Framing Terminology ............................................................................................ 8 Play ............................................................................................................ 10 Identity Terms ............................................................................................ 13 Gamer ............................................................................................. 13 Agents ............................................................................................ 16 Avatara ........................................................................................... 16 Gamification and Game-Based Learning .................................................... 18 Gamification................................................................................... 18 Game-based learning .................................................................... 20 Literature Review................................................................................................... 22 History of Play and Games as Literacy ....................................................... 22 Games and Culture ..................................................................................... 27 Play and Games as Activity.. ...................................................................... 30 Game-Based Learning in First-Year Composition ....................................... 32 Chapter Abstracts ................................................................................................... 37 Conclusion ............................................................................................................. 39 vii CHAPTER 2: FINDING OUR HESTU IN THE WORLD OF COURSE DESIGN ........... 42 Framing Analytical Methods with Games and Play ................................................ 42 Differentiated Immersion ............................................................................ 43 Embedded and Embodied ........................................................................... 44 Collaborative and Co-Designed .................................................................. 45 On-the-Scene ............................................................................................. 45 Participants ............................................................................................................ 46 Participation Factors ................................................................................... 47 Activity Theory as a Testing and Patching Tool ..................................................... 48 Teacher Research Artifacts..................................................................................... 53 Classroom DCM Maps ........................................................................................... 54 Surveys .................................................................................................................. 56 Ethnography .......................................................................................................... 58 Conclusion of Methods .......................................................................................... 59 CHAPTER 3: MANEUVERING THROUGH OUR METHODOLOCIAL MADNESS .... 60 Framing Methodologies that Inspire Collaboration and Relayability Over Replicability .................................................................................................. 61 Thinking About Games Alongside and Inside of Methods ...................................... 67 First Year Writing as a Site of Inquiry .................................................................... 71 Research Question 1: How Can Game-Based Learning (GBL) be Better Understood, Implemented, and Measured in First-Year Writing Courses? .............. 71 viii Research Question 2: What are Some Specific Tools and Designs that First-Year Writing Teachers Can Use and Augment for Game-Based Learning? .................................. 75 Research Question 3: How Can Instructors Use Specific Game-Based Strategies and Tools to Identify with Their Students, Their Curriculum, and Themselves? ............ 79 Methodological Theories ........................................................................................ 81 Activity Theory .......................................................................................... 82 Moving towards a fourth generation .......................................................... 84 Teacher Research ....................................................................................... 99
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