Boy's gaming identities and opportunities for learning

Journal article


Scholes, L., Mills, Kathy A. and Wallace, Elizabeth. (2021). Boy's gaming identities and opportunities for learning. Learning, Media and Technology. pp. 1-16. https://doi.org/10.1080/17439884.2021.1936017
AuthorsScholes, L., Mills, Kathy A. and Wallace, Elizabeth
Abstract

This article addresses a gap in research about primary school boys’ identification as ‘gamers.’ Drawing on a survey of 318 Year 3 (7–8 years old) students, the research identified boys’ self-reported enjoyment for gaming, their frequency using digital devices, and their self-rated digital skills. Interviews with four boys from the survey also explored the lifeworlds of self-professed ‘gamers.’ Findings point to the salience of games for many boys’ emerging identities and the inter-related nature of their experiences. We argue that teachers can capitalise on the strength of video games to create ‘in-group’ cultures and communities of practice in their classrooms to support learning.

Keywordsboys; video gaming; identity; schooling; games and learning
Year2021
JournalLearning, Media and Technology
Journal citationpp. 1-16
PublisherRoutledge
ISSN1743-9884
Digital Object Identifier (DOI)https://doi.org/10.1080/17439884.2021.1936017
Scopus EID2-s2.0-85107513859
Open accessPublished as ‘gold’ (paid) open access
Research or scholarlyResearch
Page range1-16
FunderAustralian Research Council
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusIn press
Publication dates
Online03 Jun 2021
Publication process dates
Accepted20 May 2021
Deposited21 Oct 2021
ARC Funded ResearchThis output has been funded, wholly or partially, under the Australian Research Council Act 2001
Grant IDARC/DE170100990
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Mills, Kathy, Chandra, Vinesh and Park, Ji yong. (2013). The architecture of children's use of language and tools when problem solving collaboratively with robotics. Australian Educational Researcher. 40(3), pp. 315 - 337. https://doi.org/10.1007/s13384-013-0094-z
Gender, inclusivity and engagement
Nagel, Michael and Scholes, Laura. (2013). Gender, inclusivity and engagement. In In M. Hyde, L. Carpenter and R. Conway (Ed.). Diversity, Inclusion and Engagement pp. 91 - 105 Oxford University Press.
Boys, masculinity and literacy: The influence of notions of masculinity on educational outcomes
Scholes, Laura. (2013). Boys, masculinity and literacy: The influence of notions of masculinity on educational outcomes. Masculinidad y Cambio Social. 2(2), pp. 194 - 220. https://doi.org/10.4471/MCS.2013.29
Multimodal and monomodal discourses of marketization in higher education: Power, ideology, and the absence of the image
Mills, Kathy. (2013). Multimodal and monomodal discourses of marketization in higher education: Power, ideology, and the absence of the image. 2013 annual meeting of the American Educational Research Association. United States of America: American Educational Research Association. pp. 1 - 8
Sensing place: Embodiment, sensoriality, kinesis, and children behind the camera
Mills, Kathy, Comber, Barbara and Kelly, Pippa. (2013). Sensing place: Embodiment, sensoriality, kinesis, and children behind the camera. English Teaching: Practice and Critique. 12(2), pp. 11 - 27.
The teachers' role in child sexual abuse prevention programs: Implications for teacher education
Scholes, Laura, Jones, Christian, Stieler-Hunt, Colleen, Rolfe, Ben and Pozzebon, Kay. (2012). The teachers' role in child sexual abuse prevention programs: Implications for teacher education. Australian Journal of Teacher Education. 37(11), pp. 104 - 131. https://doi.org/10.14221/ajte.2012v37n11.5
Parsing the Australian curriculum English : Grammar, multimodality and cross-cultural texts
Exley, Beryl and Mills, Kathy. (2012). Parsing the Australian curriculum English : Grammar, multimodality and cross-cultural texts. Australian Journal of Language and Literacy. 35(2), pp. 192-205.
Learning to lead: A social justice perspective on understanding elementary teacher leadership in Papua New Guinea
Brownlee, Joanna, Scholes, Laura, Ann, Farrell, Davis, Julie and Cook, Donna. (2012). Learning to lead: A social justice perspective on understanding elementary teacher leadership in Papua New Guinea. Australian Journal of Teacher Education. 37(4), pp. 18 - 35.
Engaging the creative arts to meet the needs of twenty-first-century boys
Scholes, Laura and Nagel, Michael C.. (2012). Engaging the creative arts to meet the needs of twenty-first-century boys. International Journal of Inclusive Education. 16(10), pp. 969 - 984. https://doi.org/10.1080/13603116.2010.538863
"I'm making it different to the book": transmediation in young children's multimodal and digital texts
Mills, Kathy. (2011). "I'm making it different to the book": transmediation in young children's multimodal and digital texts. Australian Journal of Early Childhood. 36(3), pp. 56 - 65.
Inciting the social imagination to realizing the dream: An unfolding story of transformative action in a low- socioeconomic school
Mills, Kathy. (2011). Inciting the social imagination to realizing the dream: An unfolding story of transformative action in a low- socioeconomic school. 2011 annual meeting of the American Educational Research Association. United States of America: American Educational Research Association. pp. 1 - 8
iPed pedagogy for digital text production
Mills, Kathy and Levido, Amanda. (2011). iPed pedagogy for digital text production. Reading Teacher. 65(1), pp. 80 - 91.
Now I know their secrets': Kineikonic texts in the literacy classroom
Mills, Kathy. (2011). Now I know their secrets': Kineikonic texts in the literacy classroom. Australian Journal of Language and Literacy. 34(1), pp. 24 - 37.
The Multiliteracies Classroom
Mills, Kathy. (2011). The Multiliteracies Classroom Multilingual Matters.
Microblogging as a literacy practice for educational communities
Mills, Kathy and Chandra, Vinesh. (2011). Microblogging as a literacy practice for educational communities. Journal of Adolescent and Adult Literacy. 55(1), pp. 35 - 45. https://doi.org/10.1598/JAAL.55.1.4
Intensive meditation training, immune cell telomerase activity, and psychological mediators
Jacobs, T, Epel, E, Lin, J, Blackburn, E, Wolkowitz, O, Bridwell, D, Zanesco, A, Aichele, S, Sahdra, Baljinder, MacLean, K, King, B, Shaver, P, Rosenberg, E, Ferrer, E, Wallace, B and Saron, C. (2011). Intensive meditation training, immune cell telomerase activity, and psychological mediators. Psychoneuroendocrinology. 36(5), pp. 664 - 681. https://doi.org/10.1016/j.psyneuen.2010.09.010
“Filming in Progress”: New spaces for multimodal designing
Mills, Kathy Ann. (2010). “Filming in Progress”: New spaces for multimodal designing. Linguistics and Education. 21(1), pp. 14 - 28. https://doi.org/10.1016/j.linged.2009.12.003
Shrek meets Vygotsky: rethinking adolescents multimodal literacy practices in schools
Mills, Kathy. (2010). Shrek meets Vygotsky: rethinking adolescents multimodal literacy practices in schools. Journal of Adolescent and Adult Literacy. 54(1), pp. 35 - 45. https://doi.org/10.1598/JAAL.54.1.4
Floating on a sea of talk: reading comprehension through speaking and listening
Mills, Kathy Ann. (2009). Floating on a sea of talk: reading comprehension through speaking and listening. The Reading Teacher. 63(4), pp. 325 - 329. https://doi.org/10.1598/RT.63.4.8
Multiliteracies: interrogating competing discourses
Mills, Kathy. (2009). Multiliteracies: interrogating competing discourses. Language and Education. 23(2), pp. 103 - 116.
Transformed practice in a pedagogy of multiliteracies
Mills, Kathy Ann. (2008). Transformed practice in a pedagogy of multiliteracies. Pedagogies: An international journal. 3(2), pp. 109 - 128. https://doi.org/10.1080/15544800801929419
Access to multiliteracies: a critical ethnography
Mills, Kathy Ann. (2007). Access to multiliteracies: a critical ethnography. Ethnography and Education. 2(3), pp. 305 - 325. https://doi.org/10.1080/17457820701547310
'Mr Travelling-at-will Ted Doyle' discourses in a multiliteracies classroom
Mills, Kathy. (2006). 'Mr Travelling-at-will Ted Doyle' discourses in a multiliteracies classroom. Australian Journal of Language and Literacy. 29(2), pp. 132 - 154.
"We've been wastin' a whole million watchin' her doin' her shoes" situated practice within a pedagogy of multiliteracies
Mills, Kathy. (2006). "We've been wastin' a whole million watchin' her doin' her shoes" situated practice within a pedagogy of multiliteracies. Australian Educational Researcher. 33(3), pp. 13 - 33.
Deconstructing binary oppositions in literacy discourse and pedagogy
Mills, Kathy. (2005). Deconstructing binary oppositions in literacy discourse and pedagogy. Australian Journal of Language and Literacy. 28(1), pp. 67 - 82.