Language and Literacy Teaching with Games: The “Who” and Transformative Actions

The Game Terakoya project establishes a transformative pedagogical framework that prioritizes student identity and personal development over the technical mechanics of game-based instruction. By shifting the focus from traditional language acquisition to a student-centered approach, the methodology emphasizes the importance of the individual learner—the "who"—in the educational process. This model argues that effective teaching requires slowing down the learning cycle to facilitate deep reflection, allowing students to bridge the gap between classroom experiences and their real-world aspirations.

Central to this approach is the integration of game analysis, remixing, and creation as diagnostic and creative tools. Through a structured cycle of play, iterative feedback, and collaborative projects, students move beyond passive consumption to engage in critical inquiry. Instructors act as facilitators who guide this process through targeted interventions and reflective worksheets, encouraging students to articulate their professional identities and future goals. This shift moves the classroom away from standardized testing and toward a model of continuous self-assessment and growth.

The scope of this pedagogical model encompasses a holistic view of literacy, where social capital, agency, and curiosity are prioritized alongside academic outcomes. While the success of this framework depends on the instructor’s ability to refine materials and provide consistent support, the project demonstrates that games serve as a powerful medium for fostering mutual transformation. Ultimately, the findings suggest that when educators prioritize the personal development of their students, game-based learning becomes a vehicle for meaningful life-long engagement and professional preparation.