Abstract
AbstractIn this article, the authors describe the impact of a reader response game in an English language arts classroom. They explore the theoretical intersection of game‐based learning and “good games” and transactional theory as a framework for this practice. After incorporating a “good game” of reader response in classes, the authors found that the students increased both their volume of texts read and their engagement across text format/type and genre. The authors conclude by discussing the theoretical and instructional implications of using a reader response style game in the English language arts classroom and beyond.
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