What games studies can teach us about videogames in the english and literacy classroom

This article explores how research conducted in the emerging discipline of Game Studies may be used to develop tools for teaching videogames in the English and Literacy classroom. The article argues, by drawing on the debate between ‘narratologists’ and ‘ludologists’ that acknowledging and marking out the key differences between videogame play and the ‘reading’ or ‘consumption’ of other media texts is integral to the successful uptake and development of videogamebased and videogame-centred curriculum.