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Student and teacher perceptions of the value of Total War: Saga in motivating KS3 students in an all-boys state school

Cannatella, Pietro

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Abstract

This paper will investigate the efficacy of using game-based learning to increase motivation in Key Stage 3 boys (aged 11–14) at a single-sex, non-selective free school located in inner London. During observations of classes I have seen a spectrum of varying motivation in the classroom. As such, the aim of this game-inspired motivation should, as this paper will find, have a clearly demonstrable influence on their academic studies. This will be examined through measuring both an increase in intercultural communication competence and a desire to autodidactically research these historical and classical topics. Whilst the long-term effects of this research paper on its participants will not be properly understood for years to come, what can be currently measured, I hope, can offer genuine excitement in the area of digital games and motivation.

Citation

Cannatella, P. (2022). Student and teacher perceptions of the value of Total War: Saga in motivating KS3 students in an all-boys state school. Journal of Classics Teaching, 23(45), 22-32. https://doi.org/10.1017/s2058631021000775

Journal Article Type Article
Online Publication Date Dec 24, 2021
Publication Date 2022
Deposit Date Feb 16, 2022
Publicly Available Date Feb 16, 2022
Journal Journal of Classics Teaching
Publisher Cambridge University Press
Peer Reviewed Peer Reviewed
Volume 23
Issue 45
Pages 22-32
DOI https://doi.org/10.1017/s2058631021000775

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