Affiliation:
1. St. John’s University, USA
Abstract
The idea of bridging literacies has been a topic of much research and theory, and educators continue to struggle to help students understand how their learning transcends the classroom walls. Contributing to the discussion, this chapter focuses on factors influencing video game learning, examining the decisions and game play of eight academically struggling eleventh-grade males. Data from two related qualitative studies suggest that direct and peripheral factors influenced students’ game play. Findings from these two studies are important to the discussion of educational gaming because they can inform educators of students’ struggles and successes in learning outside the classroom. Overall, the evaluation of students’ video gaming can provide educators insight into the affordances of this digital literacy and issues affecting student learning outside the classroom.
Cited by
2 articles.
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1. Artifacts with Feelings/Feeling Artifacts: Toward a Notion of Tacit Modalities to Support and Propel Anthropological Research;Anthropology & Education Quarterly;2021-12-03
2. References;Videogames, Libraries, and the Feedback Loop: Learning Beyond the Stacks;2021-04-22