Denham, Jack ORCID: https://orcid.org/0000-0002-2539-8292, Spokes, Matthew ORCID: https://orcid.org/0000-0002-6456-3879, Coward-Gibbs, Matt ORCID: https://orcid.org/0000-0002-5982-7630 and Veal, Caitlin ORCID: https://orcid.org/0000-0002-5394-2881 (2023) Personal, Pedagogic Play: A Dialogic Model for Video Game Learning. Pedagogy, Culture and Society.

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Abstract

Utilizing data from semi-structured interviews (n=20), this paper explores the educational function of internationally popular, blockbuster videogames, including the ways in which players identify and operationalize these learning experiences. It proposes a framework through which different learning experiences in mainstream, culturally significant games can be categorized, utilizing dialogic learning approaches - drawn from Alexander’s (2020) application of Bakhtin (2002) - to position players in constant dialogue with the games that they play: a co-constructive pedagogy of videogames. We find that, in the context of popular videogames, implicit learning is relevant, present, and valuable alongside than explicit alternatives. Our contribution is to offer a reimagined dialogic typology which can help players, educators, caregivers and games scholars identify, utilise and research digital play-learning.

Item Type:	Article
Status:	Published
DOI:	https://doi.org/10.1080/14681366.2023.2272164
Subjects:	H Social Sciences > H Social Sciences (General) H Social Sciences > HM Sociology L Education > L Education (General)
School/Department:	York Business School
URI:	https://ray.yorksj.ac.uk/id/eprint/8846

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