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Research involved 128 Year 6 students divided into three groups receiving the same intervention programme. Students completed a pre-test narrative about Crusoe’s survival, then engaged with different digital materials. Post-test narratives were assessed against pre-test results. Findings indicate statistically significant improvements in cohesion and coherence for freeform game players versus the other media groups.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/improving-students-narrative-skills-through-gameplay-activities-a-study-of-primary-school-students/600130/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/improving-students-narrative-skills-through-gameplay-activities-a-study-of-primary-school-students/600130.png","ImageObject",300,407,{"name":92,"@type":93},"nayy☆","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the paper’s main research question?","Question",{"text":112,"@type":113},"The paper examines whether freeform digital games improve primary students’ narrative skills in cohesion and coherence compared with structured digital games and movies.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the participants organized in the study?",{"text":117,"@type":113},"A total of 128 Year 6 primary students were split into three groups, all receiving the same educational intervention programme.",{"name":119,"@type":110,"acceptedAnswer":120},"How did the researchers measure narrative improvement?",{"text":121,"@type":113},"Students produced a pre-test narrative about Crusoe’s survival on a mysterious island, then created post-test narratives after engaging with different digital materials; post-test discourse was compared to pre-test results.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600130,1792190810,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893153,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Improving Students’ Narrative Skills through Gameplay Activities: A  \nStudy of Primary School Students  \nSotiris Kirginas  \nDepartment of Communication and Mass Media, National and Kapodistrian University of Athens, Athens,  \nGreece  \nORCID: 0000-0002-7517-0368  \nReceived: 28 Oct 2021 Accepted: 25 Dec 2021  \nAbstract  \nThis paper aims to explore the impact of freeform digital games on primary school students’ narrative skills, in terms of linguistic cohesion and semantic coherence, compared to other digital media, such as formally structured digital games and movies. A total of 128 Year 6 Primary school students participated in this research. Initially, students were divided into three groups. In all three groups, an educational intervention programme was applied. At the end of this phase, each student was asked to produce a narrative discourse (pre-test) about Crusoe’s survival on the mysterious island. Subsequently, students of each group were involved in activities with different digital material. At the last part of the research, students were asked to produce a narrative discourse (post-test) which was compared to the pre-test discourse, to determine whether there had been an improvement in the narrative discourse produced by the students of the three groups. The results presented in this paper show that the narrative discourses of students who played with the freeform digital game showed statistically significant improvement in cohesion and coherence compared to the discourse of students who played with the formally structured digital game and the students who watched the film.  \nKeywords: freeform digital games, structured digital games, narrative skills, primary school  \nINTRODUCTION  \nSince their first appearance in the early 1970s, digital games have become “the most frequently used interactive media”(Beentjes et al., 2001, p. 95) . School-age children are increasingly spending time playing with them. The impact of digital games on children’s everyday lives and activities has aroused debate regarding their potential for language learning (Ranalli, 2008, p. 441) . The games’ ability to create realistic and attractive environments has been the subject of much discussion, which focuses on how these environments should engage students and urge them to use either their first/native or a second/foreign language in order to communicate with their classmates and their teachers and finally to learn from this process.  \nPlay is described as a pleasurable, voluntary, intrinsically driven activity that includes free choices/free will and is inherently fascinating (Sutton-Smith, 1997) .  \nRoger Caillois (2001), proposed two different forms of play, paidia and ludus. Ludus has structure, rules, objectives, and limitations, while paidia is unstructured and spontaneous, though not compulsory; it’s free of punishments or limitations other than space and time constraints. Ludus and paidia are two categories that lie at different points along the continuum of play. The rules get harsher and more influential as play  \nmoves closer to the ludus end of this continuum. Paidia-based play, which is on the opposite end of the continuum, foregoes tight formal structures in favour of more freeform play.  \nCaillois’ (2001) idea was developed further by Frasca (2003) . He noticed that that some games are built more clearly for a ludus dimension in their layout; the games have a winning or losing plot and provide the players with specific goals throughout the game. On the other hand, games with open goals, exploration, experimentation, and improvisation may be more possibly to encourage paidia-based play.  \nIn an attempt to define what play is, Salen and Zimmerman (2004) split the concept of play into three types:“game play”,“ludic activity” and “being playful”.“Game play” is a structured activity with a set of predefined rules. A game should contain both rules and structure that restrict how participants can partake to be considered this type of ","cbCaij4mYogjp7gn","https://ap.wps.com/l/cbCaij4mYogjp7gn","pdf",555893,14,"English","# Abstract\n# Introduction\n## Digital games and language learning debates\n## Play types: freeform and structured\n## Digital game classifications and learning implications","[{\"question\":\"What is the paper’s main research question?\",\"answer\":\"The paper examines whether freeform digital games improve primary students’ narrative skills in cohesion and coherence compared with structured digital games and movies.\"},{\"question\":\"How were the participants organized in the study?\",\"answer\":\"A total of 128 Year 6 primary students were split into three groups, all receiving the same educational intervention programme.\"},{\"question\":\"How did the researchers measure narrative improvement?\",\"answer\":\"Students produced a pre-test narrative about Crusoe’s survival on a mysterious island, then created post-test narratives after engaging with different digital materials; post-test discourse was compared to pre-test results.\"}]","Improving Students’ Narrative Skills through Gameplay Activities - A Study of Primary School Students | PDF",1792090087,35]