Skip to main content
SpringerLink
Log in

Understanding learning in video games: A phenomenological approach to unpacking boy cultures in virtual worlds

  • Published:
Education and Information Technologies Aims and scope Submit manuscript

Abstract

This paper describes the findings of a phenomenological research study to uncover possible skills that boys learn through peer supported activities using Commercial Off-The-Shelf (COTS) video games. By drawing on a cultural-historical activity theory (CHAT) conceptual framework and prioritizing student voice, this study found that boys engaged in a variety of non-cognitive skills through their COTS video gameplay. The boys in this study expressed experiences that mirrored twenty-first century skills and aligned with the Partnership for twenty-first Century Learning Framework through digital gameplay. These findings are both novel and profound as they suggest that the ways boys engage in COTS video gaming may offer valuable learning traits that may be used by educators in traditional classroom settings, which may help to re-engage boys and improve academic performance in a twenty-first Century education system.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

Notes

  1. According to the CHAT lens we must consider the object, subject and activity as an integrating unit (Engeström, 2000). We argue that video games are embedded within boy culture. While history provides us information into the nature of boys, illuminated by video game play. Motivation speaks to cultural motivations for boys to play aggressively in competition and exhibit autonomy; they seek challenges and exhibit emotional feelings of belonging. As a result of cultural and historical (motivation/interest) accounts of involvement within the system, boys describe products of learning (aligned with CCSS and beyond).

References

  • Abrams, S. S. (2009). A gaming frame of mind: Digital contexts and academic implications. Educational Media International, 46(4), 335–347.

    Article  Google Scholar 

  • Bashant, J. (2014). Developing grit in our students: Why grit is such a desirable trait, and practical strategies for teachers and schools. Journal for Leadership and Instruction, 13(2), 14–17.

    Google Scholar 

  • Beavis, C., Muspratt, S., & Thompson, R. (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.

    Article  Google Scholar 

  • Becker, K. (2016). Choosing and using digital games in the classroom: A practical guide. Springer.

  • Berg, B. L., Lune, H., & Lune, H. (2004). Qualitative research methods for the social sciences (Vol. 5). Boston: Pearson.

    Google Scholar 

  • Blair, H. A., & Sanford, K. (2004). Morphing literacy: Boys reshaping their school-based literacy practices. LANGUAGE ARTS, 81(6), 452–460.

    Google Scholar 

  • Carr-Chellman, A. A. (2011). TedxPSU. Gaming to re-engage boys in learning. Retrieved from: http://www.ted.com/talks/gaming_to_re_engage_boys_in_learning.html. Accessed March 2015.

  • Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.

  • DeVane, B., & Squire, K. D. (2012). 10 Activity theory in the learning technologies. Theoretical foundations of learning environments (p. 242).

    Google Scholar 

  • DiSalvo, B. J., Crowley, K., & Norwood, R. (2008). Learning in context: Digital games and young black men. Games and Culture, 3(2), 131–141.

    Article  Google Scholar 

  • Duckworth, A. L., & Quinn, P. D. (2009). Development and validation of the short grit scale (GRIT–S). Journal of Personality Assessment, 91(2), 166–174.

    Article  Google Scholar 

  • Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087–1101.

    Article  Google Scholar 

  • Engerman, J. A. (2014). Boys and video games: What learning occurs from video game play and how might it map to the common core standards. In Proceedings of the Association for Educational Communication and Technology on research, theory and development. Jacksonville, FL: Association of Educational Communications and Technology.

  • Engerman, J. A., MacAllan, M., Carr-Chellman, A. A. (2017). Games for boys: A qualitative study of experiences with commercial off the shelf gaming. Educational Technology Research and Development, 66(2), 313–339.

    Article  Google Scholar 

  • Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki: Orienta-Konsultit.

    Google Scholar 

  • Engestrom, Y. (2000). Activity theory as a framework for analyzing and redesigning work. Ergonomics, 43(7), 960–974.

    Article  Google Scholar 

  • Erhel, S., & Jamet, E. (2013). Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness. Computers & Education, 67, 156–167.

    Article  Google Scholar 

  • Gee, J. P. (2003). What video games have to teach us about learning and literacy. Computers in Entertainment (CIE), 1(1), 20–20.

    Article  Google Scholar 

  • Gee, J. P. (2005, June). Good video games and good learning. In Phi Kappa Phi Forum (Vol. 85, No. 2, p. 33). The Honor Society of Phi Kappa Phi.

  • Guba, E. G. (1981). Criteria for assessing the trustworthiness of naturalistic inquiries. Ectj, 29(2), 75.

    Google Scholar 

  • Guba, E. G., & Lincoln, Y. S. (1985). Naturalistic inquiry (Vol. 75). Beverly Hills: Sage.

    Google Scholar 

  • Kenny, R. F., & McDaniel, R. (2011). The role teachers' expectations and value assessments of video games play in their adopting and integrating them into their classrooms. British Journal of Educational Technology, 42(2), 197–213.

    Article  Google Scholar 

  • Kindlon, D. J., & Thompson, M. (2000). Raising Cain: Protecting the emotional life of boys. Random House Digital, Inc.

  • Leonhardt, D. (2014). A link between fidgety boys and a sputtering economy. New York: Times Retrieved From http://www.nytimes.com/2014/04/29/upshot/a-link-between-fidgety-boys-and-a-sputtering-economy.html?_r=0&abt=0002&abg=0. Accessed Feb 2015.

  • Lopez, S., & Calderon, V. (2013). How American’s boys become psychological dropouts the Gallup blog. http://www.gallup.com/opinion/gallup/171629/america-boys-become-psychological-dropouts.aspx?utm_source=How%20American%E2%80%99s%20Boys%20Become%20Psychological%20Dropouts&utm_medium=search&utm_campaign=tiles. Accessed Feb 2015.

  • Moustakas, C. (1994). Phenomenological research methods. Sage. https://doi.org/10.4135/9781412995658.

  • Organisation for Economic Co-operation and Development (OECD). (2014). Are boys equally prepared for life? OECD. Retrieved from https://www.oecd.org/pisa/pisaproducts/PIF-2014-gender-international-version.pdf. Accessed Jan 2016.

  • Organisation for Economic Co-operation and Development (OECD). (2015). The ABC of gender equality in education: Aptitude, behavior, confidence. OECD. In Retrieved from https://www.oecd.org/pisa/keyfindings/pisa-2012-results-gender-eng.pdf. Accessed Jan 2016.

  • P21 (2018). Partnership for 21st Century Skills “Framework for 21st Century Learning”, accessed 2018. Retrieved from http://www.p21.org/about-us/our-mission

  • Pelletier, C., & Oliver, M. (2006). Learning to play in digital games. Learning, Media and Technology, 31(4), 329–342.

    Article  Google Scholar 

  • Pollack, W. S. (2006). The" war" for boys: Hearing" real boys'" voices, healing their pain. Professional Psychology: Research and Practice, 37(2), 190–195.

    Article  Google Scholar 

  • Prensky, M. (2006). Don't bother me, mom, I'm learning!: How computer and video games are preparing your kids for 21st century success and how you can help! St. Paul: Paragon house.

    Google Scholar 

  • Rementilla, V. (2016). Invisible teacher: How might digital leisure games Foster critical thinking and grit?. Retrieved from http://openresearch.ocadu.ca/id/eprint/1366. Accessed Sept 2017.

  • Rossman, G. B., & Rallis, S. F. (2003). Learning in the field: An introduction to qualitative research. Sage.

  • Sanford, K., & Madill, L. (2007). Understanding the power of new literacies through video game play and design. Canadian Journal of Education/Revue canadienne de l'éducation, 30, 432–455.

    Article  Google Scholar 

  • Sax, L. (2007). Why gender matters, revised and updated: What parents and teachers need to know about the emerging science of sex differences. Harmony.

  • Schell, J. (2014). The art of game design: A book of lenses. AK Peters/CRC Press.

  • Seidman, I. (2013). Interviewing as qualitative research: A guide for researchers in education and the social sciences. Teachers college press.

  • Sommers, C. H. (2013). The war against boys: How misguided policies are harming our young men. Simon and Schuster.

  • Squire, K. (2005). Changing the game: What happens when video games enter the classroom? Innovate: Journal of Online Education, (6), 1.

  • Squire, K. (2006). From content to context: Videogames as designed experience. Educational Researcher, 35(8), 19–29.

    Article  Google Scholar 

  • Steinkuehler, C. (2010). Video games and digital literacies. Journal of Adolescent & Adult Literacy, 54(1), 61–63.

    Article  Google Scholar 

  • Steinkuehler, C. (2013). Constance Steinkuehler on interest-driven learning (big thinkers series) YouTube video, 7:44 posted by “Edutopia,” April 15, 2013. https://www.youtube.com/watch?v=3wMk8SqFoEk. Accessed Feb 2015.

  • Steinkuehler, C., & King, E. (2009). Digital literacies for the disengaged: Creating after school contexts to support boys' game-based literacy skills. On the Horizon, 17(1), 47–59.

    Article  Google Scholar 

  • Steinkuehler, C., Squire, K., & Barab, S. (Eds.). (2012). Games, learning, and society: Learning and meaning in the digital age. Cambridge University Press.

  • Van Manen, M. (2016a). Phenomenology of practice: Meaning-giving methods in phenomenological research and writing. Routledge.

  • Van Manen, M. (2016b). Researching lived experience: Human science for an action sensitive pedagogy. Routledge.

  • Voyer, D., & Voyer, S. D. (2014). Gender differences in scholastic achievement: A meta-analysis. Psychological Bulletin, 140(4), 1174–1204.

    Article  Google Scholar 

  • Younger, M., Warrington, M., & McLellan, R. (2005). Raising boys' achievement in secondary schools: Issues, dilemmas and opportunities. UK: McGraw-Hill Education.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. East Stroudsburg University, Rosenkrans East, East Stroudsburg, PA, 18360, USA

    Jason A. Engerman

  2. College of Education, University of Idaho, 875 Perimeter Drive, Moscow, ID, 83844, USA

    Alison A. Carr-Chellman

  3. Pennsylvania State University, 410 Boucke Building, University Park, PA, 16802, USA

    Monique MacAllan

Authors
  1. Jason A. Engerman
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Alison A. Carr-Chellman
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Monique MacAllan
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Jason A. Engerman.

Ethics declarations

Ethical approval

All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

Informed consent

Informed consent was obtained from all individual participants included in the study in accordance with Pennsylvania State University’s IRB protocols.

Conflict of interest

No authors have any known conflicts of interest.

Additional information

Publisher’s note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Appendices

Appendix 1

Open-Coding Framework with CHAT Lens.Footnote 1

Motivation:

  1. 1.

    Feeling (MOTIVF)

  2. 2.

    Challenging (MOTIVC)

  3. 3.

    Self-choice (MOTIVS)

  4. 4.

    Provokes Inquiry (MOTIVPI)

  5. 5.

    Psychosocial Moratorium (MOTIVPM)

Learning:

  1. 1.

    Identify Key Ideas/Themes (LEARNID)

  2. 2.

    Analyze Key Ideas (LEARNAN)

  3. 3.

    Interpret words, phrases and concepts (LEARNINT)

  4. 4.

    Integration of Knowledge (LEARNINTG)

  5. 5.

    a. Comprehension and Collaboration (LEARNCOM)

    b. Comprehension and Collaboration (LEARNCOLL)

  6. 6.

    Verbal Presentation of Knowledge (LEARNVERB)

  7. 7.

    Vocabulary Acquisition and Use (LEARNVOC)

  8. 8.

    Community Language (LEARNCL)

  9. 9.

    Hand-Eye Coordination (LEARNHI)

  10. 10.

    Learn From Failure (LEARNFF)

  11. 11.

    Other (LEARNTOTH____________)

  12. 12.

    Recall

  13. 13.

    Reinforced

Problem-Solving:

  1. 1.

    Goal Setting (PROBGS)

  2. 2.

    Analysis (PROBAN)

    1. a.

      Strategic Thinking

    2. b.

      Extended Thinking

  3. 3.

    Evaluation (PROBEV)

Transfer:

  1. 1.

    Expertise (TRANSEXP)

  2. 2.

    Novice (TRANSNOV)

Interest:

  1. 1.

    Experience (INTEXP)

  2. 2.

    Other (INT_________) (Example: INTHIST, INTGEO)

Appendix 2

Games played

Learning

Assassins Creed

Identity Themes, American Wars, Strong Community Language, Goal Setting, Critical Reading, Military Tactics. Chain of Command, Strategic Thinking, Moral Decision Making, History

Baseball

Hand Eye Coordination, MLB Players, League Infrastructure, How to Play the game of Baseball

Battlefield

Military Tactics, Situational Awareness, Collaboration, Communication

Borderlands

Law Enforcement, Money Management, Information literacy

Call of Duty

Military Tactics, Situational Awareness, Manual Dexterity, Hand eye Coordination, Collaboration, Telecommunication, Strong Community Language, Following Instructions, Observatory Learning, Chain of Command, Strategic Thinking, History, Developing Learning Strategies

Diablo

Critical Reading, Strategic Thinking, Strong Community Language

Driving Games

Vocabulary Acquisition, How to operate a variety of cars

Halo

Military Tactics, Strategic Thinking, Collaboration, Telecommunication

Little Big Planet

Hopefulness, Grit

Madden

Grit, Problem Solving, Extended Thinking, Collaboration, Communication, Telecommunication, Strong Community Language, Utilizing resources, Transfer, Manual Dexterity, Hand eye coordination, Information literacy

Minecraft

Strategic Thinking, Strong Community Language, Information Systems Technology, Engineering, Collaboration, Communication, Resource management, Information literacy

NBA2K

Dribbling, Shooting, Defensive and Offensive plays, Utilizing resources, Transfer

NCAA Football

Critical Reading, Transfer, Strategic Thinking

Phineas & Ferb

Critical Reading

Pokémon

Critical Reading, Vocabulary Acquisition, Identify Themes/Narratives, Plots

Portal

Strategic Planning, Innovation/Creativity, Grit

Skate

Strong Community Language, Transfer

Skyrim

Strategic Thinking, Strong Community Language, Information literacy, Grit

StarCraft

Strategic Thinking, Strong Community Language, Grit, Hierarchy, Information literacy

UFC

Strategic Thinking, Transfer, Hand eye coordination, Strong Community Language

World of Warcraft

Critical Reading, Identify Themes, Collection of learned skills, Strong Community Language, Resource management, Information literacy

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Engerman, J.A., Carr-Chellman, A.A. & MacAllan, M. Understanding learning in video games: A phenomenological approach to unpacking boy cultures in virtual worlds. Educ Inf Technol 24, 3311–3327 (2019). https://doi.org/10.1007/s10639-019-09930-2

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10639-019-09930-2

Keywords

Search

Navigation