Unpacking self and socio dialectics within learners' interactive play
Computers & Education Volume 59, Number 3, ISSN 0360-1315 Publisher: Elsevier Ltd
Research on learning within interactive play spaces have shown how learning for players is far from merely a matter of acquiring information, but rather their participation and interactions bear upon the enculturation of relevant dispositions, demeanor, and outlook. Not only are players constantly engaged in co-appropriation of knowledge and meaning within emergent networks, but so too are their individual actions impacting the collective learning of their social communities. This intertwining relationship between individual performances within the activities transacted and the collective emergence and regulation of social communities represents the central focus of our research. Through a case study descriptive of four youth game players, aged between 14 and 18, our study focused on unpacking how players, as learners, structure their cognitive development, construct and negotiate their identity and sense of self, and make meaning of their social experiences online. Arising from our findings, we propose a framework on self-socio dialectics, explicating on its four constituent constructs of
Jamaludin, A., Kim, M.S. & Hung, W.L.D. (2012). Unpacking self and socio dialectics within learners' interactive play. Computers & Education, 59(3), 1009-1020. Elsevier Ltd.
Cited ByView References & Citations Map
Mi Song Kim, University of Western Ontario, Canada; Job Ruters, Ontario College of Art and Design University, Canada
EdMedia + Innovate Learning 2016 (Jun 28, 2016) pp. 1366–1369
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