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Digitizing Learning: How Video Games Can Be Used as Alternative Pathways to Learning

Digitizing Learning: How Video Games Can Be Used as Alternative Pathways to Learning

Carol-Ann Lane
Copyright: © 2019 |Pages: 24
ISBN13: 9781522581420|ISBN10: 1522581421|ISBN13 Softcover: 9781522597292|EISBN13: 9781522581437
DOI: 10.4018/978-1-5225-8142-0.ch007
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MLA

Lane, Carol-Ann. "Digitizing Learning: How Video Games Can Be Used as Alternative Pathways to Learning." Innovative Trends in Flipped Teaching and Adaptive Learning, edited by María Luisa Sein-Echaluce, et al., IGI Global, 2019, pp. 138-161. https://doi.org/10.4018/978-1-5225-8142-0.ch007

APA

Lane, C. (2019). Digitizing Learning: How Video Games Can Be Used as Alternative Pathways to Learning. In M. Sein-Echaluce, Á. Fidalgo-Blanco, & F. García-Peñalvo (Eds.), Innovative Trends in Flipped Teaching and Adaptive Learning (pp. 138-161). IGI Global. https://doi.org/10.4018/978-1-5225-8142-0.ch007

Chicago

Lane, Carol-Ann. "Digitizing Learning: How Video Games Can Be Used as Alternative Pathways to Learning." In Innovative Trends in Flipped Teaching and Adaptive Learning, edited by María Luisa Sein-Echaluce, Ángel Fidalgo-Blanco, and Francisco José García-Peñalvo, 138-161. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-8142-0.ch007

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Abstract

The adoption of video games as an alternative classroom resource is acknowledged in technology and multiliteracies discourses as a strategy for meaning-making and developing cultural knowledge. This chapter addresses how educators may be informed about strategies that can potentially reinvent traditional literacy pedagogical boundaries and how boys' meaning-making establishes new ways and practices shaping their learning processes. This multi-case study examined the experiences of four boys engaged with video gaming in two different contexts: a community center and an after-school video club. A number of findings emanating from this study, including the following: (1) boys use their video gaming practices for meaning-making and collaborative efforts; (2) boys apply their cultural knowledge as creative innovators; (3) boys demonstrate peer mentoring through storytelling, face-to-face interactions, or in their online community of practice; (4) boys make meanings using metacognitive literacy skills; and (5) boys focus on cultural preservation and narrative storytelling.

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