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Video gaming and digital competence among elementary school students
Scholes, Laura Rowe, Luke Mills, Kathy A. Gutierrez, Amanda Pink, Elizabeth
Scholes, Laura
Rowe, Luke
Mills, Kathy A.
Gutierrez, Amanda
Pink, Elizabeth
Abstract
Engagement with video games can potentially advance student digital competence however, there is a digital skills gap by the time young people progress into adolescence. This current research explores how elementary school students’ digital self-efficacy might relate to experiences in video game environments to influence perceptions of digital competence. We examine the differential impact of sex, self-efficacy, and socioeconomic status (SES) on 7–10-year-old students’ (N = 613) perceptions of video gaming and their digital skills. Analysis revealed the unexpected finding that SES was inversely related to enjoyment for gaming and digital technology, with students in the lower-SES category responding more positively compared to students in higher SES categories. As expected, boys self-reported digital skills higher than girls across all SES categories. We argue for the use of gaming pedagogies to support learning in classrooms that accounts for nuances in students’ digital self-efficacy moderated by gender and SES.
Keywords
video games, digital skills, gender, disadvantage, technology
Date
2022
Type
Journal article
Journal
Learning, Media and Technology
Book
Volume
Issue
Page Range
1-16
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
School of Education
Faculty of Education and Arts
School of Education
Collections
Relation URI
Source URL
Event URL
Open Access Status
Published as ‘gold’ (paid) open access
License
CC BY-NC-ND 4.0
File Access
Open