Using the Rhetoric of Video Games to Teach the Praxis of Critical Analysis

Author

Jeffrey B. Doyle, The University of Texas Rio Grande Valley

Date of Award

8-2018

Document Type

Thesis

Degree Name

Master of Arts (MA)

Department

English

First Advisor

Dr. Mark Noe

Second Advisor

Dr. Colin Charlton

Third Advisor

Dr. Randall Monty

Abstract

Research has shown that video games can be successful at teaching concepts and skills to students at various grade levels. To explain how this might work, theoretical work is done to connect the concept of flow from psychology to procedural rhetoric. With the inclusion of Foucault’s theories of power, video games are shown to not be isolated experiences but connected to the power dynamics of society. In video games, these dynamics can be seen through the problematic portrayals of marginalized peoples as well as the hostile community that has developed online surrounding video games. To account for these issues, but to still take advantage of the powerful ways video games can teach, this thesis proposes the use of critical and feminist pedagogical approaches in the video game based classroom to explore primary, virtual, and projective identities as they exist in video games and in the world.

Comments

Copyright 2018 Jeffrey B. Doyle. All Rights Reserved.

https://www.proquest.com/dissertations-theses/using-rhetoric-video-games-teach-praxis-critical/docview/2108075558/se-2?accountid=7119

Recommended Citation

Doyle, Jeffrey B., "Using the Rhetoric of Video Games to Teach the Praxis of Critical Analysis" (2018). Theses and Dissertations. 239.
https://scholarworks.utrgv.edu/etd/239