I would like to discuss two major topics on games and the literary classroom: 1) using games to teach literature, and 2) understanding games as a form of literature.
Questions raised by topic (1): how can games be used to teach skills for the traditional literary classroom, such as content knowledge, close reading, and grasp of literary theory/new historicism? Are there any games, video or otherwise, already available for the literature classroom? How effective are these games in training students in skills and content? Compared with traditional tests and essays, do games encourage surface or deep learning? Is it possible to replace some types of essay writing with a type of game, and what would this game look like?
Issues in topic (2) How can we understand games as a form of literature? This question riffs off Mark Sample’s (@samplereality) recent MLA panel, “Close Playing,” featuring ThatCamp Games organizer Anastasia Salter (@anasalter). How do games as a form of literature both complement and diverge from literary texts? How would a game be incorporated into a syllabus as a literary text? What sort of different skills would one need to read games as a literary text?