my research focuses on how narrative-based games can support players – particularly multilingual language learners – in reflecting on and developing their communicative meaning-making skills. this work draws on interdisciplinary domains including game studies, language learning praxis, multiliteracies pedagogy, and social semiotics.
I’m currently pursuing this project as part of a PhD programme at Stellenbosch University and Coventry University, where I am co-developing and studying a game-based learning environment grounded in Design-Based Research (DBR).
the project is structured around a number of guiding ideas:
- ludonarrativity – the interweaving of narrative meaning-making and gameplay mechanics
- multiliteracies – the varied textual, modal, and linguistic practices learners draw on when they play, reflect, and create
- reflexivity – players’ ability to consider their own roles, identities, and intentions within and beyond the game
- metacognitive awareness monitoring – the use of tools and prompts to support players in tracking and articulating their thinking processes
data & methodology
the study draws on multi-instrument qualitative data including:
- reflective journals
- observations and surveys
- individual and panel interviews
- transcripts from gameplay sessions
to analyse this data, I use an I-AM Matrix, a coding framework that helps interpret identity, awareness, and meaning-making dynamics within player dialogue and behaviour.
this is an ongoing project. you can follow along via the Blog or explore some of the research instruments and excerpts in the Resources section.