Children's Out-of-School Learning in Digital Gaming Communities

Autor/in	Wernholm, Marina
Titel	Children's Out-of-School Learning in Digital Gaming Communities
Quelle	In: Designs for Learning, 13 (2021) 1, S.8-19 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2001-7480
Schlagwörter	Informal Education; Computer Games; Females; Video Technology; Recall (Psychology); Learning Theories; Socialization; Self Concept; Guidelines; Learning Experience; Educational Experience; Situated Learning; Communities of Practice; Children; Adolescents; Foreign Countries; Sweden + Suchen Sie Ihr Suchwort? Informelle Bildung; Nichtformale Bildung; Computer game; Computerspiel; Computerspiele; Weibliches Geschlecht; Abberufung; Learning theory; Lerntheorie; Socialisation; Sozialisation; Selbstkonzept; Richtlinien; Lernerfahrung; Bildungserfahrung; Community; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ausland; Schweden
Abstract	The aim of this study is to investigate children's out-of-school learning in digital gaming communities. This was achieved by exploring girls' participation in Minecraft communities. Data were generated through interviews, video-recorded play sessions and video-stimulated recall. Multimodal interactional analysis was applied in order to analyze children's mediated actions. The components of Wenger's Social Theory of Learning were used as a basis when exploring learning in children's out-of-school digital gaming communities. Five significant themes of what characterizes learning in digital gaming communities were identified: learning through experiencing, learning through belonging, learning through performing, learning through struggling and learning through enacting participatory identities. The main findings are presented in a tentative conceptual framework that can support teachers, school leaders and policymakers who are interested in connecting children's out-of-school learning experiences with their learning in school. (As Provided).
Anmerkungen	Stockholm University Press. Stockholm University Library, SE-106 91, Stockholm, Sweden. Web site: https://www.designsforlearning.nu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01