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

Cannatella, Pietro

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
• Electronic ISSN: 2058-6310
• Publisher: Cambridge University Press
• Peer Reviewed: Peer Reviewed
• Volume: 23
• Issue: 45
• Pages: 22-32
• DOI: https://doi.org/10.1017/s2058631021000775
• Public URL: https://durham-repository.worktribe.com/output/1215230