3,053
Views
3
CrossRef citations to date
0
Altmetric
Articles

Video gaming and digital competence among elementary school students

ORCID Icon, ORCID Icon, ORCID Icon, ORCID Icon & ORCID Icon
Pages 200-215 | Received 31 May 2022, Accepted 01 Dec 2022, Published online: 15 Dec 2022

References

  • Aesaert, Koen, and Johan van Braak. 2015. “Gender and Socioeconomic Related Differences in Performance Based ICT Competences.” Computers & Education 84: 8–25. doi:10.1016/j.compedu.2014.12.017.
  • Bandura, Albert. 1977. “Self-Efficacy: Toward a Unifying Theory of Behavioral Change.” Psychological Review 84 (2): 191–215. doi:10.1037/0033-295X.84.2.191.
  • Beavis, Catherine, Sandy Muspratt, and Roberta Thompson. 2015. “‘Computer Games Can Get Your Brain Working’: Student Experience and Perceptions of Digital Games in the Classroom.” Learning, Media and Technology 40 (1): 21–42. doi:10.1080/17439884.2014.904339.
  • Clement, J. 2021. U.S. Video Gaming Audiences 2006-2021, By Gender. Statista. https://www.statista.com/statistics/232383/gender-split-of-us-computer-and-video-gamers/#statisticContainer.
  • Collins, Sarah A., Sunmoo Yoon, Maxine L. Rockoff, David Nocenti, and Suzanne Bakken. 2016. “Digital Divide and Information Needs for Improving Family Support among the Poor and Underserved.” Health Informatics Journal 22 (1): 67–77. doi:10.1177/1460458214536065.
  • Creswell, John W., and Cheryl N. Poth. 2018. Qualitative Inquiry and Research Design: Choosing Among Five Approaches. 4th ed. London: Sage.
  • Dezuanni, Michael. 2018. “Minecraft and Children’s Digital Making: Implications for Media Literacy Education.” Learning, Media and Technology 43 (3): 236–249. doi:10.1080/17439884.2018.1472607.
  • DiMartino, Nicholas A., and Susan M. Schultz. 2020. “Students and Perceived Screen Time: How Often Are Students in a Rural School District Looking at Screened Devices?” Rural Special Education Quarterly 39 (3): 128–137. doi:10.1177/8756870520921638.
  • Drabowicz, Tomasz Piotr. 2014. “Gender and Digital Usage Inequality Among Adolescents: A Comparative Study of 39 Countries.” Computers & Education 74: 98–111. doi:10.1016/j.compedu.2014.01.016.
  • Fisher, Stephanie, and Jennifer Jenson. 2017. “Producing Alternative Gender Orders: A Critical Look at Girls and Gaming.” Learning, Media and Technology 42 (1): 87–99. doi:10.1080/17439884.2016.1132729
  • Garcia, Antero. 2017. “Space, Time and Production: Games and The New Frontier of Digital Literacies.” In Writing, Literacies, and Education in Digital Cultures, edited by Kathy A. Mills, Amy Stornaioulo, Anna Smith, and Jessica Zacher Pandya, 125–135. New York: Routledge.
  • Gee, James Paul. 2005. “Why Are Video Games Good for Learning?” http://www.academic-colab.org/resources/documents/MacArthur.pdf.
  • Gegenfurtner, Andreas, Carla Quesada-Pallares, and Maximilian Knogler. 2014. “Digital Simulation-Based Training: A Meta-Analysis.” British Journal of Educational Technology 45 (6): 1097–1114. doi:10.1111/bjet.12188.
  • Gnambs, Timo. 2021. “The Development of Gender Differences in Information and Communication Technology (ICT) Literacy in Middle Adolescence.” Computers in Human Behavior 114: 106533. doi:10.1016/j.chb.2020.106533.
  • Gunbatar, Mustafa Serkan, and Halit Karalar. 2018. “Gender Differences in Middle School Students’ Attitudes and Self-Efficacy Perceptions Towards mBlock Programming.” European Journal of Educational Research 7 (4): 925–933. doi:10.12973/eu-jer.7.4.923.
  • Hosein, Anesa. 2019. “Girls’ Video Gaming Behaviour and Undergraduate Degree Selection: A Secondary Data Analysis Approach.” Computers in Human Behavior 91: 226–235. doi:10.1016/j.chb.2018.10.001.
  • Höyng, Mona. 2022. “Encouraging Gameful Experience in Digital Game-Based Learning: A Double-Mediation Model of Perceived Instructional Support, Group Engagement, and Flow.” Computers & Education 179: 104408. doi:10.1016/j.compedu.2021.104408.
  • Jenson, Jennifer, and Suzanne De Castell. 2018. ““The Entrepreneurial Gamer”: Regendering the Order of Play.” Games and Culture 13 (7): 728–746. doi:10.1177/1555412018755913
  • Laakso, Noora L., Tiina S. Korhonen, and Kai PJ Hakkarainen. 2021. “Developing Students’ Digital Competences Through Collaborative Game Design.” Computers & Education 174, doi:10.1016/j.compedu.2021.104308.
  • Lin, Lin, and Tristan Johnson. 2021. “Shifting to Digital: Informing the Rapid Development, Deployment, and Future of Teaching and Learning.” Educational Technology Research and Development 69 (1): 1–5. doi:10.1007/s11423-021-09960-z.
  • Master, Allison, Andrew N. Meltzoff, and Sapna Cheryan. 2021. “Gender Stereotypes About Interests Start Early and Cause Gender Disparities in Computer Science and Engineering.” Psychological and Cognitive Sciences 118: 48. doi:10.1073/pnas.2100030118.
  • Mills, Kathy A., Laura Scholes, and Alinta Brown. 2022b. “Virtual Reality and Embodiment in Multimodal Meaning Making.” Written Communication 39 (3): 335–369. doi:10.1177/07410883221083517.
  • Mills, Kathy A., Len Unsworth, and Laura Scholes. 2022a. Literacy for Digital Futures: Mind, Body, Text. New York: Routledge.
  • Nietfeld, John L. 2020. “Predicting Transfer from a Game-Based Learning Environment.” Computers & Education 146: 103780. doi:10.1016/j.compedu.2019.103780.
  • OECD. 2010. Are the New Millennium Learners Making the Grade?: Technology Use and Educational Performance in PISA 2006 (Series Educational Research and Innovation). Paris: OECD Publishing. doi:10.1787/9789264076044-en
  • OECD. 2020. Combatting COVID-19’s Effect on Children. https://read.oecd-ilibrary.org/view/?ref=132_132643-m91j2scsyh&title=Combatting-COVID-19-s-effect-on-children&_ga=2.38520547.198506820.1631502590-2070892219.1622086611.
  • Ostertagova, Eva, Oskar Ostertag, and Jozef Kovac. 2014. “Methodology and Application of the Kruskal-Wallis Test.” Applied Mechanics and Materials 611: 115–120. doi:10.4028/www.scientific.net/AMM.611.115.
  • Øystein, Gilje, and Kenneth Silseth. 2019. “Unpacking FIFA Play as Text and Action in Literacy Practices in and Out of School.” Learning, Media and Technology 44 (2): 180–192. doi:10.1080/17439884.2018.1563105.
  • Pelletier, Caroline. 2008. “Gaming in Context: How Young People Construct Their Gendered Identities in Playing and Making Games.” In Beyond Barbie and Mortal Kombat: New Perspectives on Gender and Gaming, edited by Y. B. Kafai, C. Heeter, J. Denner, J. Y. Sun, Y. B. Kafai, and J. Y. Sun, 145–160. Cambridge, MA: MIT Press.
  • Picton, Irene, and Christina Clark. 2021. Children and Young People’s Video Game Playing and Literacy in 2021. https://literacytrust.org.uk/research-services/research-reports/children-and-young-peoples-video-game-playing-and-literacy-in-2021/.
  • Ren, Wei, Xiaowen Zhu, and Jianghua Yang. 2022. “The SES-Based Difference of Adolescents’ Digital Skills and Usages: An Explanation from Family Cultural Capital.” Computers & Education 177: 104382. doi:10.1016/j.compedu.2021.104382.
  • Richard, Gabriela, and Kishonna L. Gray. 2018. “Gendered Play, Racialized Reality: Black Cyberfeminism, Inclusive Communities of Practice, and the Intersections of Learning, Socialization, and Resilience in Online Gaming.” Frontiers: A Journal of Women Studies 39 (1): 112–148.
  • Rubin, Mark. 2017. “Do p Values Lose Their Meaning in Exploratory Analyses? It Depends How You Define the Familywise Error Rate.” Review of General Psychology 21 (3): 269–275. doi:10.1037/gpr0000123.
  • Scherer, Ronny, and Fazilat Siddiq. 2019. “The Relation Between Students’ Socioeconomic Status and ICT Literacy: Findings from a Meta-Analysis.” Computers and Education 138: 13–32. doi:10.1016/j.compedu.2019.04.011.
  • Scholes, Laura. 2019. “Differences in Attitudes Towards Reading and Other School-Related Activities Among Boys and Girls.” Journal of Research in Reading 42 (3-4): 485–503. doi:10.1111/1467-9817.12279
  • Scholes, Laura, and Sarah McDonald. 2022. “Year 3 Student Career Choices: Exploring Societal Changes in Constructions of Masculinity and Femininity in Career Choice Justifications.” British Educational Research Journal 48 (2): 292–310. doi:10.1002/berj.3767
  • Scholes, Laura, Kathy A. Mills, and Elizabeth Wallace. 2021. “Boys’ Gaming Identities and Opportunities for Learning.” Learning, Media and Technology 47 (2): 163–178. doi:10.1080/17439884.2021.1936017.
  • Selwyn, Neil. 2012. “Making Sense of Young People, Education and Digital Technology: The Role of Sociological Theory.” Oxford Review of Education 38 (1): 81–96. doi:10.1080/03054985.2011.577949
  • Sharma, Kshitij, Juan C. Torrado, Javier Gómez, and Letizia Jaccheri. 2021. “Improving Girls’ Perception of Computer Science as a Viable Career Option Through Game Playing and Design: Lessons from a Systematic Literature Review.” Entertainment Computing 36: 100387. doi:10.1016/j.entcom.2020.100387.
  • Thomson, Sue, Lisa De Bortoli, Catherine Underwood, and Marina Schmid. 2019. “PISA 2018: Reporting Australia’s Results. Volume I Student Performance.” https://research.acer.edu.au/ozpisa/35.
  • Tømte, Cathrine, and Ove Edvard Hatlevik. 2011. “Gender-Differences in Self-Efficacy ICT Related to Various ICT-User Profiles in Finland and Norway. How Do Self-Efficacy, Gender and ICT-User Profiles Relate to Findings from PISA 2006?” Computers & Education 57 (1): 1416–1424. doi:10.1016/j.compedu.2010.12.011.
  • Warschauer, Mark, and Tamara Tate. 2018. “Digital Divides and Social Inclusion.” In Handbook of Writing, Literacies, and Education in Digital Cultures, edited by Kathy A. Mills, Amy Stornaiuolo, Anna Smith, and Jessica Zacher Pandya, 63–75. New York: Routledge.
  • Whitton, Nicola. 2014. Digital Games and Learning: Research and Theory. London: Routledge.
  • Wong, Billy, and Peter E. J Kemp. 2018. “Technical Boys and Creative Girls: The Career Aspirations of Digitally Skilled Youths.” Cambridge Journal of Education 48 (3): 301–316. doi:10.1080/0305764X.2017.1325443.
  • Zimmerman, Barry J. 2000. “Self-Efficacy: An Essential Motive to Learn.” Contemporary Educational Psychology 25 (1): 82–91. doi:10.1006/ceps.1999.1016.