ABSTRACT

This article addresses a gap in research about primary school boys’ identification as ‘gamers.’ Drawing on a survey of 318 Year 3 (7–8 years old) students, the research identified boys’ self-reported enjoyment for gaming, their frequency using digital devices, and their self-rated digital skills. Interviews with four boys from the survey also explored the lifeworlds of self-professed ‘gamers.’ Findings point to the salience of games for many boys’ emerging identities and the inter-related nature of their experiences. We argue that teachers can capitalise on the strength of video games to create ‘in-group’ cultures and communities of practice in their classrooms to support learning.

摘要

这篇文章解决了关于小学生被认定为“游戏玩家”的研究空白。该研究基于对 318 名 3 年级（7-8 岁）学生的调查，确定了男孩自我报告的游戏乐趣、他们使用数字设备的频率以及他们自评的数字技能。对调查中的四名男孩的采访还探讨了自称“游戏玩家”的生活世界。调查结果表明，游戏对许多男孩的新兴身份以及他们经历的相互关联的本质具有显着性。我们认为，教师可以利用视频游戏的优势在课堂上创建“小组内”文化和实践社区，以支持学习。