Understanding learning in video games: A phenomenological approach to unpacking boy cultures in virtual worlds

Engerman, Jason A.; Carr‐Chellman, Alison A.; MacAllan, Monique

doi:10.1007/s10639-019-09930-2

Cited by 11 publications

(4 citation statements)

References 22 publications

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“…Understanding learning in video games: A phenomenological approach to unpacking boy cultures in virtual worlds (Engerman, et al, 2019) This paper describes how experiences that mirrored twenty-first century skills aligned with the Partnership for Twenty-first Century Learning framework through digital gameplay and the findings of a phenomenological research study to uncover possible skills that boys learn through peer-supported activities using commercial off-the-shelf video games.…”

Section: A52mentioning

confidence: 99%

Components of Education 4.0 in 21st Century Skills Frameworks: Systematic Review

2022

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Responsive educational proposals to develop skills to meet the demands of Industry 4.0 have become imperative to guarantee inclusive, equitable, and quality education and promote lifelong learning opportunities for all, also reducing the negative impact of COVID-19 and the major post-pandemic social issues. This article analyzes which components of Education 4.0 have been considered in 21st century skills frameworks and identifies the teaching and learning methods and key stakeholders impacted. We conducted a systematic literature review (SLR) with research questions to highlight studies that address 21st century frameworks worldwide, identifying which teaching–earning strategies contain 4.0 components, their learning dimensions, and the targeted stakeholders. The findings allowed us to identify opportunities to create or improve 21st century skills frameworks with the required Education 4.0 components to develop future skills. Our study revealed the absence of these frameworks for teachers and schools. Most are oriented toward students, developing competencies through the dimensions of character, meta-learning, and linking active learning teaching strategies. This work presents studies incorporating innovative educational practices and the core Education 4.0 components. It concludes with a reflection on creating educational models to develop complex-reasoning competencies and auto-systemic thinking to support problem-solving and address social needs.

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Section: A52mentioning

confidence: 99%

Components of Education 4.0 in 21st Century Skills Frameworks: Systematic Review

2022

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“…Although videogames and literacies has been a topic of research for over 20 years (Abrams, 2015b;Beavis, 1998;Beavis & Charles, 2005;Bailey, 2016;Burnett & Merchant, 2014;deHaan, 2019;Engerman et al, 2019;Gee, 2003;Gerber & Abrams, 2014;Hanghøj et al, 2020;Hawisher & Selfe, 2007;Nash & Brady, 2021;Rosas et al, 2003;Schaffer et al, 2005;Squire, 2011;Steinkuehler et al, 2010;Steinkuehler et al, 2012;Van Eck, 2008;Wolf & Perron, 2003), we see this special issue (re)initiating the particular discussion of gaming and L1 literacies. With authors from across the globe-Australia, Cyprus, Denmark, Greece, and the United States-this collection includes research from various contexts and metacontexts, highlighting the idiosyncratic nature of gaming and literacies in particular spaces while revealing a universality of key features of gaming that can serve as fodder for educators and education researchers to literally and figuratively level up their research and teaching practices.…”

Section: Literacy and Videogamingmentioning

confidence: 90%

Videogames in and beyond the L1 classroom

Abrams¹,

Hanghøj²

2022

L1-ESLL

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youth hover around the Nintendo Switch to play a game about milking a cow. The smell of Doritos permeates the room...youth are sitting against the back wall, playing on a Switch. Two are playing; five are watching. Another runs over to watch. Approximately eight [additional] youth are watching game play on the large screen...As I write this, the combination of players and observers shifts; someone stands, someone moves, someone crouches." (Field notes, youth videogaming in a public library in the northeastern United States) "I think it all just depends on what type of game you play because some games could be like how to survive. You need to collect a certain amount of stuff to be able to do some things. You have to figure out how much of it you need to be able to build all of these different things. Then some games, you just need to figure out how do I…what's the secret way...to get through something to do it right and fast...There have been some times where I'm in a class, and we'll be talking about something. I'll think of a game I've played and like, 'Yeah. This relates. This is similar to this.' I like World War II games and World War games. Going to history, it [videogaming] helps me realize and know stuff that some other people don't know" (Interview with Tervain, 1 a high school student in the northeastern United States) "When you think of games, you don't think of Danish [as a subject], you simply don't" (Interview with Jasal, a secondary student in Denmark)

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“…Learning approaches and models must continue to be developed for teacher professionalism. In designing learning approaches and models, it is necessary to focus on the student-centered concept, so it can be meaningful learning and students can implement their learning experiences over along the way (Engerman et al, 2019;Engerman & Otto, 2021). It is necessary to design learning that considered the learning competencies or outcomes, scope of the content, learning activities, learning assessment (Bennett et al, 2017).…”

Section: Online Learning Activitiesmentioning

confidence: 99%

Indonesian Vocational High School Readiness Toward Society 5.0

Wibawanto

Roemintoyo

Rejekiningsih

2021

JERE

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Vocational high school comprehensively relates technology studies, the development of acquisition of practical skills, attitudes, and life skills. In this context, teachers play important role in forming and producing competent graduates’ need toward Society 5.0. This study aims to analyze teachers’ perceptions about vocational high school readiness toward Society 5.0. This study used a descriptive quantitative with survey method. The respondents were vocational high school teachers that have been selected using a random sampling method. The result indicated teachers’ understanding of Society 5.0 is low. The school’s readiness to facilitate learning also quite low. The assessments still generalized requirements for student achievement. On the other hand, teachers still have the motivation to learn to use technology. The majority of teachers often attend training to improve instructional media skills. Based on these results, school preparation needs to be improved in terms of teacher competence and learning support facilities for Society 5.0.

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Understanding learning in video games: A phenomenological approach to unpacking boy cultures in virtual worlds

Cited by 11 publications

References 22 publications

Components of Education 4.0 in 21st Century Skills Frameworks: Systematic Review

Components of Education 4.0 in 21st Century Skills Frameworks: Systematic Review

Videogames in and beyond the L1 classroom

Indonesian Vocational High School Readiness Toward Society 5.0

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