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International Journal of Computer-Supported Collaborative Learning

Erschienen in:

01.12.2010

Using activity theory to understand intergenerational play: The case of Family Quest

verfasst von: Sinem Siyahhan, Sasha A. Barab, Michael P. Downton

Erschienen in: International Journal of Computer-Supported Collaborative Learning | Ausgabe 4/2010

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Abstract

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.

Vorheriger Artikel Sharing and cultivating tacit knowledge in an online learning environment

Nächster Artikel The collaborative construction of chronotopes during computer-supported collaborative professional tasks

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Titel: Using activity theory to understand intergenerational play: The case of Family Quest
verfasst von: Sinem Siyahhan
Sasha A. Barab
Michael P. Downton
Publikationsdatum: 01.12.2010
Verlag: Springer US
Erschienen in: International Journal of Computer-Supported Collaborative Learning / Ausgabe 4/2010
Print ISSN: 1556-1607
Elektronische ISSN: 1556-1615
DOI: https://doi.org/10.1007/s11412-010-9097-1

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