Publication Date

2025

Document Type

Dissertation/Thesis

First Advisor

Peters, Bradley

Degree Name

Ph.D. (Doctor of Philosophy)

Legacy Department

Department of English

Abstract

This dissertation explores the impact of digital simulation-gaming on the writing performance of first-year college students enrolled in Northern Illinois University’s First-Year Composition (FYC) program. Using the video game Minecraft as a development platform, the study engaged students in a semester-long simulation where they acted as employees of the NIU admissions office tasked with creating a digital campus map to attract and support students. The project aimed to investigate whether simulation-based learning could enhance students' motivation, foster real-world connections in their writing, and improve academic performance compared to traditional composition courses.

The study involved 115 students across five sections of ENGL 203 over three semesters, integrating traditional research assignments with digital map construction. Data analysis compared student portfolios from simulation sections to those from non-simulation sections, using NIU's standardized assessment rubric. Results indicated that students in simulation-based sections consistently scored higher in audience awareness, critical thinking, and source integration, particularly among non-traditional and marginalized students. Qualitative data from student reflections and focus group interviews highlighted increased engagement, with students acknowledging the practical applications of their research and writing.

Findings suggest that simulation-gaming can bridge gaps in academic performance by providing contextualized learning experiences, especially for students less familiar with academic discourse. However, the study also emphasizes the structural challenges of implementing such pedagogies, including the need for extensive instructor preparation and technological resources. Despite these challenges, the research supports the potential of simulation-based learning to enhance student engagement and transfer of writing skills to real-world contexts, advocating for its broader adoption in composition curricula.

Extent

251 pages

Language

en

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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