Potential Research Questions

1. What improvements or changes can a learning environment using associated gaming

platforms achieve in children with down syndrome?
2. What improvements can be done to the usage of games with creative storytelling in an
English classroom?
3. Can the use of the Minecraft educational version to assist chemistry teachers in their
labs due to it being safer and not cost much money since most kids already have
Minecraft?
Brief Analysis
To briefly describe the articles, they all focus on a certain aspect of gaming when it
comes to the educational system. One talks about the effects from a math game on the group of
people with down syndrome. One of the other articles talks about how story-centered games
could help in the level of literature and understanding of english in itself through the game.
Finally, the last article talks about how Minecraft can benefit education.
The common features among all three of these articles are they include an abstract,
introduction, research aims, methods, results, discussion, conclusion, and references. The
introduction helps explain what each study was about. Research aims shows what the people
behind each article hoped to achieve or attain at the end. Methods is the methodology which
includes the people, groups, location, reasons, and most importantly how to replicate them. The
discussion goes into how the researchers came to their conclusions and what they told others.
The conclusion talked about what conclusions each study figured out. Finally, the references
were used to show any other studies or people they used during the study.
In more detail, the researchers wanted people to know what circumstances resulted in
these changes in students who were a part of the games infused education system certain
schools accepted. This was done in order to show the benefits of certain games on certain
aspects of education. More so into those who might need it more than others. In the case of
down syndrome students, the math games could help them understand math much easier than
in the original class setting. Besides helping those in need, these researchers wanted to show
that games could make the classroom fun and enjoyable, without loosing any of the educational
aspects of the traditional school system.
Identify the repeating rhetorical situation in which the genre is
used. What is the genre responding to?

Setting: Where do you find the genre? How and when is it

used and transmitted? With which other genres does it
interact (as a set or ecology)?

Subject: List the issues, ideas, questions, or topics the genre

addresses—think about it from the perspective of the users.
What is it they are interacting about when they use this
genre?

Participants: Who are the users? Think about this from both
writers’ and readers’ perspectives.

Who (writes/reads) the texts in this situation

Are there multiple (writers/readers)?

What roles do the (writers/readers) perform?

What are the characteristics of a (writer/reader) in this

situation?

What circumstances do the (writers/readers) work within or

under?

Purposes: Why do writers and readers use this genre? What

do they hope to accomplish? (This is important!)

Identify & Describe Patterns or recurrent features in the genre:

o What sorts of content, examples, or evidence usually appear
in this genre?

o How are texts in this genre structured and formatted

(organization, layout, medium, design)? What does the
appearance communicate to us?

o How are languages used in this genre?

o Is there any evidence of transligualism, code-meshing, or
neologisms?

o What kind of diction is used (word choices, jargon,

colloquialisms)?

o How would you describe the tone?

o What kinds of sentences are typically used (length,

passive/active, complex/simple)?

What do these patterns tell you about the situation? Why are
these patterns significant? For example,
o What do participants need to know in order to understand
the genre?

o Who is included in the conversation, and who is excluded?

o What content is emphasized? What content is considered

less important?

o What values, beliefs, or assumptions are revealed through

the genre patterns?

o What actions does the genre make possible? What actions

does it make difficult?
o What attitude toward readers is implied in the genre? What
attitude toward the world is implied in it?