Thesis abstract:

«p»Empathy is a key socio-emotional skill that has been identified as one in decline within students. Cognitive empathy is a significant aspect of emotional intelligence that allows for people to control and shape affective empathy. Within the English discipline in secondary schooling, these skills are seen as crucial by English teachers, yet are not explicitly identified nor addressed in curriculum. This study seeks to develop empathetic skills through innovative pedagogy that the study of narrative-driven videogames, known as ludonarratives, can afford. Ludonarratives allow for players to actively experience perspective-taking, role-playing, simulation of experience, and self-aware reflection. Though qualitative methodology, consisting of multiple case studies of classes undergoing ludonarrative study, cultivation of empathy will be explored. It is proposed that using videogames in this way within English may allow for students to develop cognitive empathy in new and effective ways. In addition, the discipline of English will be pushed to involve contemporary digital texts and further its curriculum within the Australian context.«/p»