All Work, No Play: A Constructivist Alternative to Teaching Complex Skills in the Humanities

In this thesis, I illustrate my own early discovery of video games as a tool for inclusive learning and demonstrate a new constructivist approach to teaching English literary studies. I introduce my experimentations as a young educator and explain the instructional choices concerning video games that I have tried and that have yielded promising results. I also elaborate on a series of complementary instructional materials (see appendix) designed for a prospective future class on medieval manuscript studies, wherein games are administered alongside medieval manuscripts and related texts in order to embellish students' (con)textual knowledge.