This study presents a qualitative approach to exploring classroom behaviour using dramaturgical analysis of student interactions in relation with, and as mediated through, a gesture-based gaming software among L2 learners of English at two international branch campuses in the Arabian Gulf where face-to-face interactions between unrelated members of the opposite sex are generally discouraged. We investigated whether Avatar Kinect might provide a safe way for young males and females to interact while discussing social issues in a composition course. Data were collected through personal observation and survey. Five key themes emerged from the study. First, some participants chose to perform at front stage and others chose to remain back stage. Second, front stage participants chose avatars with gender and skin colour similar to themselves. Third, all participants appeared to be engaged in the interactive role play processes and with one another. Fourth, front stage actors appeared to act without inhibition. Finally, all participants expressed frustration with technology shortcomings.
Gesture-Based Learning, ESL/EFL, Drama, Virtual, Avatar, Middle East
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Recommended APA Citation
Bianchi, R., Yyelland, B., Yang, J. J., & McHarg, M. (2019). Avatar Kinect: Drama in the Virtual Classroom among L2 Learners of English. The Qualitative Report, 24(13), 58-74. https://doi.org/10.46743/2160-3715/2019.4125