Teaching in the Basement: How Video Games Are Leveling Up the Classroom Experience

When you think of a classroom, your mind might go to a lecture hall, a whiteboard, or maybe a stack of well-worn books. But for some faculty at UTA, teaching and learning takes on a whole new dimension in the Libraries’ Basement. 

On Nov. 13 from Noon to 1:30 p.m., UTA Libraries will host Teaching in the Basement, a faculty-focused workshop that explores how video games can be used as powerful teaching tools.  

The event, led by Experiential Learning Librarian Chloé Bennett, Dr. Doug Stark, Assistant Professor of English and Dr. Stephanie Kinzinger, Assistant Professor of English, is designed to help faculty discover how gaming can enhance student engagement, foster critical thinking, and open new avenues for experiential learning. 

Breaking the Stigma Around Gaming in Academia 

For many, video games have long carried the misconception of being mere entertainment, a distraction rather than a resource. But for educators like Stark, Kinzinger and Bennett, games represent something much deeper: a medium rich with opportunities for critical analysis, community building, and creativity. 

“Video games are designed to be immersive,” Bennett said. “They’re deeply engaging, and that’s something we can use to our advantage as educators. Games meet students where they already are, in a format that feels natural and relevant to them.” 

This immersive quality, Bennett noted, can make abstract or complex lessons more accessible. During the workshop, participants will explore games like “Oregon Trail” and “When Rivers Were Trails,” analyzing how each portrays culture, history, and ideology through its design. 

A Lesson in Bias, Culture, and Perspective 

Teaching in the Basement is a hands-on experience that invites faculty to engage critically with these games.  
 
“We’ll be playing both ‘Oregon Trail’ and ‘When Rivers Were Trails’ and asking: what kind of vision of America do these games present?” Stark said. “Oregon Trail was an early educational game, but it also embodies certain cultural assumptions about westward expansion. When Rivers Were Trails, on the other hand, reimagines that same story through an Indigenous lens.” 

The session will demonstrate this innovative teaching method, collaborative close play, a technique that builds on the concept of close reading in literature. Faculty will experience firsthand how students can analyze video games by working in teams, one person playing, others observing, taking notes, or researching in real time. 

“This approach gives students structure and shared focus,” Stark said. “It turns the act of play into an exercise in critical thinking and reflection, something every discipline can benefit from.” 

From Play to Practice 

The workshop’s goal isn’t to turn every faculty member into a gamer. Instead, it’s about showing that video games can be another tool in the educator’s toolkit, one that can help students engage deeply with course material. 

Stark hopes faculty will walk away with both inspiration and practical strategies.  

“Games are already teaching our students, whether we realize it or not,” Stark said. “They’re learning about history, culture, identity, and systems every time they play. This workshop helps faculty tap into that, to see how games can reinforce lessons in empathy, analysis, and problem-solving.” 

Partnering for Innovative Teaching 

Bennett emphasized that the Teaching in the Basement workshop is more than a one-time event; it’s an open invitation for collaboration.  

“We want faculty to see what’s possible in the Basement,” Bennett said.  “The Libraries have resources, equipment, and expertise to support creative teaching methods. Whether you want to explore gaming, digital storytelling, or interactive projects, we’re here to help.” 

And the best part? Faculty don’t need to register; they just show up ready to play, explore, and imagine what’s next.