Using Activity Theory to Understand Intergenerational Play: The Case of Family Quest

Autor/inn/en	Siyahhan, Sinem; Barab, Sasha A.; Downton, Michael P.
Titel	Using Activity Theory to Understand Intergenerational Play: The Case of Family Quest
Quelle	In: International Journal of Computer-Supported Collaborative Learning, 5 (2010) 4, S.415-432 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-1607
DOI	10.1007/s11412-010-9097-1
Schlagwörter	Play; Intergenerational Programs; Family Programs; Parent Child Relationship; Informal Education; Program Effectiveness; Educational Technology; Computer Uses in Education; Cooperative Learning; Educational Games; Role Playing; Computer Simulation; Simulated Environment; Video Games; Youth Clubs; After School Programs + Suchen Sie Ihr Suchwort? Spiel; Family program; Familienprogramm; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Informelle Bildung; Nichtformale Bildung; Unterrichtsmedien; Computernutzung; Kooperatives Lernen; Educational game; Lernspiel; Rollenspiel; Computergrafik; Computersimulation; Künstliche Umwelt; Video game; Videospiel; Videospiele; Jugendfreizeitstätte; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm
Abstract	We implemented a five-week family program called "Family Quest" where parents and children ages 9 to 13 played Quest Atlantis, a multiuser 3D educational computer game, at a local after-school club for 90-minute sessions. We used activity theory as a conceptual and an analytical framework to study the nature of intergenerational play, the collaborative activity between parents and children in the context of role-playing virtual game environment, and the opportunities and challenges of bringing parents and children together around an educational video game. Our analyses of five parent-child dyads revealed that the nature of intergenerational play is different for different parent-child dyads, but has positive outcomes. Implications of the study for supporting family learning and bonding through video games are discussed. (Contains 3 figures, 2 tables and 1 footnote.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10