Personal, pedagogic play: a dialogic model for video game learning.
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| Title: | Personal, pedagogic play: a dialogic model for video game learning. |
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| Authors: | Denham, Jack1 (AUTHOR) j.denham@yorkstj.ac.uk, Spokes, Matthew1 (AUTHOR), Coward-Gibbs, Matt1 (AUTHOR), Veal, Caitlin1 (AUTHOR) |
| Source: | Pedagogy, Culture & Society. Jun2025, Vol. 33 Issue 3, p805-822. 18p. |
| Subject Terms: | *Implicit learning, *Video games, *Educational games, *Educators, Semi-structured interviews |
| Abstract: | Utilising data from semi-structured interviews (n = 20), this paper explores the educational function of internationally popular, blockbuster videogames, including the ways in which players identify and operationalise these learning experiences. It proposes a framework through which different learning experiences in mainstream, culturally significant games can be categorised, utilising dialogic learning approaches – drawn from application of – to position players in constant dialogue with the games that they play: a co-constructive pedagogy of videogames. We find that, in the context of popular videogames, implicit learning is relevant, present, and valuable alongside than explicit alternatives. Our contribution is to offer a reimagined dialogic typology which can help players, educators, caregivers and games scholars identify, utilise and research digital play-learning. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Utilising data from semi-structured interviews (n = 20), this paper explores the educational function of internationally popular, blockbuster videogames, including the ways in which players identify and operationalise these learning experiences. It proposes a framework through which different learning experiences in mainstream, culturally significant games can be categorised, utilising dialogic learning approaches – drawn from application of – to position players in constant dialogue with the games that they play: a co-constructive pedagogy of videogames. We find that, in the context of popular videogames, implicit learning is relevant, present, and valuable alongside than explicit alternatives. Our contribution is to offer a reimagined dialogic typology which can help players, educators, caregivers and games scholars identify, utilise and research digital play-learning. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 14681366 |
| DOI: | 10.1080/14681366.2023.2272164 |
