Abstract
The capacity of video games to engage and challenge players through increasingly complex and demanding stages and the range of cognitive, linguistic, and sociocultural practices generated by games and game play have led to increased interest in the use and study of video games in schools. Views of digital games as “hard fun” or “serious play” have important implications for education, problematizing assumptions about what students can and might be asked to do, about teaching and learning, and about the ways in which curriculum is resourced and organized. To fully capitalize on games’ potential to enrich learning, the nature of play, the kinds of play entailed in playing games of varying genres, the experience of game play in and out of school , and the relationship between them all need to be carefully considered and explored.
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Beavis, C. (2014). Young People, Online Gaming Culture, and Education. In: Wyn, J., Cahill, H. (eds) Handbook of Children and Youth Studies. Springer, Singapore. https://doi.org/10.1007/978-981-4451-96-3_32-2
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DOI: https://doi.org/10.1007/978-981-4451-96-3_32-2
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