Using activity theory to understand intergenerational play: The case of Family Quest
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We implemented a five-week family program called Family Quest where parents and children ages 9 to 13 played Quest Atlantis, a multiuser 3D educational computer game, at a local after-school club for 90-minute sessions. We used activity theory as a conceptual and an analytical framework to study the nature of intergenerational play, the collaborative activity between parents and children in the context of role-playing virtual game environment, and the opportunities and challenges of bringing parents and children together around an educational video game. Our analyses of five parent-child dyads revealed that the nature of intergenerational play is different for different parent-child dyads, but has positive outcomes. Implications of the study for supporting family learning and bonding through video games are discussed.
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- Using activity theory to understand intergenerational play: The case of Family Quest
International Journal of Computer-Supported Collaborative Learning
Volume 5, Issue 4 , pp 415-432
- Cover Date
- Print ISSN
- Online ISSN
- Springer US
- Additional Links
- Collaborative problem solving
- Informal learning environments
- Intergenerational play
- Parent-child interaction
- Video games
- Author Affiliations
- 1. Center for Research on Learning and Technology, Indiana University, Eigenmann Hall 539, 1900 E. 10th Street, Bloomington, IN, 47406, USA
- 2. Center for Research on Learning and Technology, Indiana University, Eigenmann Hall 543, 1900 E. 10th Street, Bloomington, IN, 47406, USA
- 3. Center for Research on Learning and Technology, Indiana University, Eigenmann Hall 519, 1900 E. 10th Street, Bloomington, IN, 47406, USA