"I Get Competent Pretty Quickly": How Adolescents Play Their Way to Cognitive Self-efficacy
Teddy Moline, University of Alberta, Canada
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: Youth who have a sense of cognitive self-efficacy, or who believe in their ability to learn, are more interested in school work, work harder, rebound more quickly from setbacks, set higher goals, and have higher achievement levels. Children, however, develop cognitive self-efficacy not only in school or formal settings, but also in informal or out-of-school learning situations. One type of informal learning, digital gaming, involves complex interactive learning experiences that encourage people to learn and to enjoy learning. However, researchers are just beginning to examine the associations between gaming and self-efficacy. Most research into these connections is quantitative and lacks insight into how personal meaning is developed during gaming. This basic qualitative study explores how adolescent recreational digital gamers experience cognitive self-efficacy while gaming in their homes. After describing data collection and analysis methods, I use illustrative examples to present initial findings.
Moline, T. (2008). "I Get Competent Pretty Quickly": How Adolescents Play Their Way to Cognitive Self-efficacy. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 1217-1219). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE).