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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.
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]
Copyright of Pedagogy, Culture & Society is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Personal, pedagogic play: a dialogic model for video game learning.
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  Data: <searchLink fieldCode="JN" term="%22Pedagogy%2C+Culture+%26+Society%22">Pedagogy, Culture & Society</searchLink>. Jun2025, Vol. 33 Issue 3, p805-822. 18p.
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  Data: 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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  Data: <i>Copyright of Pedagogy, Culture & Society is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/14681366.2023.2272164
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              Text: Jun2025
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