Resistance through Video Game Play: It's a Boy Thing

Sanford, Kathy; Madill, Leanna

doi:10.2307/20054157

Cited by 28 publications

(24 citation statements)

References 8 publications

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“…Children themselves report that video games require creativity and discovery and that challenging video games are more engaging (Downes, 1988). Sanford and Madill (2006) found that adolescent males tend to use video game play as a way to resist institutional authority and societal norms, and to create fantasy worlds which they can explore in a less restrictive environment. Malone (1981) identified three key elements of game design that foster engagement: challenge, fantasy, and curiosity.…”

Section: Personality Traitsmentioning

confidence: 99%

Relationships between Computer and Video Game Play and Creativity among Upper Elementary School Students

Hamlen

2009

Journal of Educational Computing Research

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This study explored relationships between time spent playing video games in a typical week and general creativity, as measured by a common assessment. One hundred eighteen students in 4th and 5th grades answered questions about their video game play and completed the Torrance Tests of Creative Thinking (Torrance, Orlow, & Safter, 1990). While significant relationships were found between creativity and two variables (gender and grade), no significant relationship was found between time spent playing video games in a typical week and creativity, when controlling for gender and grade. Additional analyses examined relationships of creativity with skills used in video games and context in which the games were typically played and these also did not reveal significant relationships. This study provides initial evidence that video game play may not, in fact, influence children's general creativity levels.

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Section: Personality Traitsmentioning

confidence: 99%

Relationships between Computer and Video Game Play and Creativity among Upper Elementary School Students

Hamlen

2009

Journal of Educational Computing Research

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“…He explained that there are various ecological factors that influence language of instant messages text. Sanford and Maddil (2006) studied digital practices of youth in online spaces. Their main focus was the patterns of power and marginalization that were conveyed through digital practices.…”

Section: Digital Media and Digital Textsmentioning

confidence: 99%

Power, Ideology and Identity in Digital Literacy: A Sociolinguistic Study

Baig¹,

Yousaf²,

Aazam³

et al. 2019

IJEL

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This study investigates the significance of digital media in terms of social implications. It draws its theoretical insights from the Darvin and Norton model of investment (2015) as it gives purely a new dimension to the concept of digital literacy. The study is designed in order to evaluate some important aspects of Social media, particularly Facebook, as an important digital literacy practice. Firstly, the study examines the way power is operated in the digital mediated construction of social identities. Certain social identities position other identities and accord or refuse them power. These even shape social ideologies and identities as English-language speakers hold a privileged position in society while Urdu-language speakers are marginalized all over the world. Secondly, it explores the role of digital media in the investment of language and digital literacy practices to represent social ideologies at three different angles of marriage, adulthood and family. Having established a sampling frame consisting of nine Facebook pictorial postings from three Facebook pages, the findings suggested that the text and visual representations of Facebook postings use various linguistic features like literary devices that are playing an evident role in the representation of social ideologies.

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“…This lack of research is the result of misperception of literacy content in computerized games dominated by violence and misogyny which may influence a variety of social issues that come from their use. Current literature on boys and literacy practices relating to video gaming is advocated by Gee [21] but scholars have limited research in this area due to the debates surrounding themes of misogyny (see for example, Alexander [3]; Sanford and Madill [44] and [45]; and Steinkuehler [51]. Ajayi [1] and Apperley and Beavis [5], share this similar claim with Alexander [3] who confirms "connection between gaming and violence…(do video games promote sexist images of women, or men" (p. 38).…”

Section: Context Of Issuementioning

confidence: 99%

Using Video Technology to Address Boys’ Literacy Gap and Connect the Male Voice in Gender Dynamics

Lane¹

2013

IJTIE

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Boys' lower literacy level is worldwide and needs attention. According to the world PISA findings "girls outperform boys in reading in every PISA country. In OECD [41] countries, the average gender gap is 39 score points, or over half a proficiency level". The focus of this research is to understand boys' interests in their use of game technologies that have potential for literacy value. A sub-focus points to feminism maturation which has occurred or is forthcoming. For this reason, there is a concern to identify power relations which exist and bring into perspective a more balanced view of gender without marginalizing the male voice. Examination of the literature, practice and positioning of masculine stereotypical males in emerging gender power dynamics may contribute to the understanding of boys' literacy. The research question is to what extent multiliteracies practiced through computerized games manifest themselves in gender equality in secondary schools?

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Resistance through Video Game Play: It's a Boy Thing

Cited by 28 publications

References 8 publications

Relationships between Computer and Video Game Play and Creativity among Upper Elementary School Students

Relationships between Computer and Video Game Play and Creativity among Upper Elementary School Students

Power, Ideology and Identity in Digital Literacy: A Sociolinguistic Study

Using Video Technology to Address Boys’ Literacy Gap and Connect the Male Voice in Gender Dynamics

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