Using Digital Technologies in the 21st Century Classroom: How Video Games Support Dynamic Learning Opportunities

Using Digital Technologies in the 21st Century Classroom: How Video Games Support Dynamic Learning Opportunities

Carol-Ann Lane (Western University, Canada)
Copyright: © 2021 |Pages: 26
DOI: 10.4018/978-1-5225-8024-9.ch007
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Abstract

Scholars have acknowledged the potential contribution of video gaming to complex forms of learning, identifying links between gaming and engagement, experiential learning spaces, problem-solving, strategies, transliteracy reflectivity, critical literacy, and metacognitive thinking. Using a multiliteracies lens, this multi-case study examined the experiences of four boys engaged with video gaming in two different contexts: a community centre and an after-school video club. In this chapter, the author describes how these four boys developed their multimodal ways of learning by engaging with visual perspectives of video games.
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Background

Using a multiliteracies lens, this multi-case ethnographic study examined the experiences of four boys engaged with video gaming in two different contexts: a community centre (Albert & Jeffrey) and an after-school video club (Mike & Brian). The case study helped me to gain an understanding of the nature of boys’ behavior and learning in social settings while they engage in video game play. Studying the ways in which boys make meanings through multimodal ways of learning can offer insights into strategies that can potentially reinvent traditional literacy pedagogical boundaries and establish new ways and practices for building knowledge. which can offer insights to how they constructed cultural knowledge and meaning-making.

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