Play Is the Game

Abstract

Drawing on a multimodal framework, this chapter looks at the ways engagement and embodiment of learning are mediated through play as sixth graders learn to skin or repurpose board games to represent the story of The Lightning Thief. Studying game design for the purpose of skinning, that is, applying a new theme or skin to a game, provides a literacy learning process that can foster collaborative, creative, and authentic learning. Outcomes demonstrated gains in social skills and interactions, critical thinking, reading comprehension, visual representation, graphic design, and writing for specific purposes. Analysis revealed that students were immersed in the learning process to the extent that they felt comfortable acting informally, responding in the moment, and being playful. This chapter shows a way to foster academic growth, engagement in learning, and collaboration is to engage students in skinning games based on literature and integrated a playful learning environment.