Six Sources of Scholarly Game Design Related to Language Arts

Using theatre games to enhance language arts learning focuses on improving social skills like confidence, concentration, and cooperation. It is believed that utilizing theatrical games develop fluency in language an nonverbal communication skills. By improving concentration through theatrical games the student will be able to improve their comprehension both in verbal and written communication.  
Fennessey, S. (2006). Using theater games to enhance language arts learning. Reading Teacher, 59(7), 688-691. doi:10.1598/RT.59.7.7

This resource focuses on the many diverse ways children learn and primary education. Children are able to construct understandings, express themselves and their knowledge through drawing, sculpture, paint, play, counting, speaking, reading, and writing. By actively involving the children they are able to better understand and comprehend new information. 
Collins, K. M., Griess, C. J., Carithers, K., & Castillo, D. (2011). It's All in the Game. YC: Young Children, 66(2), 12-19.

Encouraging creativity and critical thinking through the use of virtual worlds and advanced social media can increase a students ability to effectively understand and solve problems. Utilizing virtual games such as 'Minecraft' can help students become excited about learning and engage them in real world problem skills and behavior. using virtual reality will bridge the gap between their study subjects and their own experiences. 
Trekles, A. M. (2012). Creative Writing, Problem-Based Learning, and Game-Based Learning Principles. Online Submission,

This text explains what makes the arcade so compelling for children. It addresses the physical design of the arcade and the environment then describes how the classroom should be mirrored to engage language art learning. This has been tested with 5th grade classrooms and has shown results leading to believe there are three learning principles: clustering and collaborating, inverting traditional structures of power, and reconstituting access and ownership. 
Whitmore, K. F., & Laurich, L. (2010). What Happens in the Arcade Shouldn't Stay in the Arcade: Lessons for Classroom Design.Language Arts, 88(1), 21-31.

According to ALTEC Learning Games 93 percent of the United States K-12 students play video games. They have discovered a way to engage students through the excitement of online games, both single player and competitive, to reinforce language arts skills. Reading and comprehension is a necessity for some games like 'Animal Crossing', a game that on the box states a specific reading and comprehension level is required to pay. This is because there is no comprehensible speaking language within the game and the player must be able to read in order to complete tasks in the game. Bacon, M. A., & Ault, M. M. (2009). ALTEC Learning Games: Successful Integration of Learning and Gaming. Online Submission,

There are a variety of game types and designs that can enhance a child's learning abilities. The text states that games can be used in place of test and lectures to teach children the objective material. The text also states "games may be designed for behavioral objectives which have many broad purposes relating to teaching communication, theatre, and the language arts."
Parks, A. (1975). Developing Educational Games for Use in Speech Communication, Language Arts, and Theatre Courses.