You are here:

Children's Preferred Learning Strategies in Video Games: A Preliminary Investigation
PROCEEDINGS

, State University of New York at Buffalo, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study explores preliminary evidence that children playing various genres of video games may choose to employ different learning strategies to improve at the games. It is important for educators to understand how children learn outside of school and in virtual worlds as this has implications for their classroom learning. 118 fourth- and fifth-grade students participated in this study. Chi-square tests of association revealed that video game genre was significantly related to strategy employed for two of the six learning strategies (p<.05): repetition and identity. Children who play action games are more likely to use the repetition strategy and children who play adventure games are more likely to use the identity strategy to learn the games.

Citation

Hamlen, K. (2008). Children's Preferred Learning Strategies in Video Games: A Preliminary Investigation. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 1096-1098). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 22, 2019 from .

Keywords

References

View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References