Learning in Discussion Forums: An Analysis of Knowledge Construction in a Gaming Affinity Space

The Social Construction Of Knowledge

Games and gaming affinity spaces present an advantageous intersection of cognition and socialization. The challenge of games (cf. Csikszentmihalyi, 2000) and potential for socialization around such challenge bolsters the likelihood of related behaviors (cf. Steinkuehler, 2005). How such mutually reinforcing contingencies may be leveraged to increase academic and cognitive skill proficiency is of great interest to educational researchers and instructional designers. In particular, the beneficial intersection of cognition and socialization within games is extended through the refinement of gameplay skills and knowledge that occurs in gaming affinity spaces. Specifically, as evident in gaming communities, the negotiated understandings that arise in the discourse with peers and near-peers can support the social construction of knowledge (Fosnot & Perry, 2005; Tudge, 1992; Vygotsky, 1978) and foster the development of scientific verbal behaviors (Kulatunga, Moog, & Lewis, 2013) that are conductive to “scientific habits of mind” (Steinkuehler & Duncan, 2008). Such practices can help people become more effective and more authentic learners (Dewey, 1910 as cited in Steinkuehler & Duncan, 2008, p. 531). In this context, games and gaming affinity spaces have been identified as highly cooperative and supportive spaces exemplifying and evidencing social construction of knowledge (Jenkins, 2006; Steinkuehler, 2005). In such spaces, collaboration and discussion are essential to learning (Barab, Hay, Barnett, & Squire, 2001; Squire & Barab, 2004). Indeed, the discourse surrounding the game can be more significant to learning than the form of the game itself (e.g., Goodwin, 1995).