Boys' Gaming Identities and Opportunities for Learning

Autor/inn/en	Scholes, Laura; Mills, Kathy A.; Wallace, Elizabeth
Titel	Boys' Gaming Identities and Opportunities for Learning
Quelle	In: Learning, Media and Technology, 47 (2022) 2, S.163-178 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Scholes, Laura) ORCID (Mills, Kathy A.) ORCID (Wallace, Elizabeth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-9884
DOI	10.1080/17439884.2021.1936017
Schlagwörter	Elementary School Students; Grade 3; Males; Identification (Psychology); Computer Use; Technological Literacy; Video Games; Technology Uses in Education; Educational Technology; Cultural Influences; Foreign Countries; Gender Differences; Learning; Student Attitudes; Australia + Suchen Sie Ihr Suchwort? School year 03; 3. Schuljahr; Schuljahr 03; Male; Männliches Geschlecht; Technisches Wissen; Video game; Videospiel; Videospiele; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Cultural influence; Kultureinfluss; Ausland; Geschlechterkonflikt; Lernen; Schülerverhalten; Australien
Abstract	This article addresses a gap in research about primary school boys' identification as 'gamers.' Drawing on a survey of 318 Year 3 (7-8 years old) students, the research identified boys' self-reported enjoyment for gaming, their frequency using digital devices, and their self-rated digital skills. Interviews with four boys from the survey also explored the lifeworlds of self-professed 'gamers.' Findings point to the salience of games for many boys' emerging identities and the inter-related nature of their experiences. We argue that teachers can capitalise on the strength of video games to create 'in-group' cultures and communities of practice in their classrooms to support learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01