Author Date

2025-06-04

Degree Name

BA

Department

English

College

Humanities

Defense Date

2025-05-29

Publication Date

2025-06-04

First Faculty Advisor

Johnny Allred

First Faculty Reader

Jon Ostenson

Honors Coordinator

Bryant Jensen

Keywords

game-based learning, critical media literacy, english language arts teaching, media literacy education, shakespeare

Abstract

In this capstone thesis project, a simulation unit on Shakespeare’s Romeo and Juliet is used to combine the teaching of literature with the teaching of critical media literacy. Research encompassing the need for teaching literature and media literacy, media literacy as an essential component of citizenship, and Generation Alpha’s challenges and needs in the classroom precedes a literature review on gamified and game-based learning. The challenges of teaching Generation Alpha in a post-pandemic world make gamified and game-based learning an important topic in the field of education. Today’s students struggle with traditional learning styles, but multiple studies show that they learn well with hands-on, interactive activities. The simulation game immerses students in the world of Romeo and Juliet and invites them to apply what they learn to their lives outside of the classroom. The game elements, including a scoreboard and competition, add extrinsic motivation and can increase participation, which in turn enables in-depth learning by doing. Game-based learning provides students with the opportunity to learn through hands-on experience, trial and error, and direct application to their own lives. The activities outlined in this unit link the text of Romeo and Juliet to students’ needs in and out of the classroom by using a variety of activities to teach critical media literacy as well as literary study. Although the unit design is hypothetical, it demonstrates a variety of methods in which game-based simulation learning can be used to support students in the learning process.

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