Stay Determined: Choice Based Games and Self-Efficacy in the Freshman Composition Classroom

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This study aims to join these scholars by exploring how incorporating play in the classroom creates a “possibility space” for students, leading to a more positive attitude towards writing. Relying on psychological theory connecting awe and social awareness/community, I aim to explore how play and choice function when integrating video games in the freshman composition classroom. By comparing student reflections, interviews, and survey data between students who actively play the computer game Undertale for a class project, this exploratory study addresses both the benefits and challenges to incorporating video games in the classroom, as well as explores how the act of playing a game encourages pro-social behaviors by instilling a sense of awe and wonder in students.

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Davis Lobby B
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Concurrent Session F and Poster Session