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Situated collaboration and problem solving in young children's digital game play
Queensland University of Technology, Brisbane, Qld, Australia.
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. (CLIP)
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. (CLIP)ORCID iD: 0000-0003-4769-4479
Norwegian University of Science and Technology, Trondheim, Norway.
2018 (English)In: British Journal of Educational Technology, ISSN 0007-1013, E-ISSN 1467-8535, Vol. 49, no 5, p. 959-972Article in journal (Refereed) Published
Abstract [en]

Collaboration is an important aspect of social activity associated with young children’s digital gameplay. Children organise their participation as they communicate with and support one another, through sharing knowledge and problem-solving strategies, displaying their expertise, encouraging others and creatively exploring possibilities for collaborative game moves. Drawing on a social interactional perspective, we explore the situated and embodied practices of the young players aged 3–8 years. We present three video ethnographic case studies of young children’s everyday peer interactions from three different settings and age groups: Australia (home), Norway (pre-school) and Sweden (afterschool). Across these settings, the findings identify how children collaborate with one another to progress the game by using multiple strategies, including instructing each other, monitoring each other’s actions and problem solving. In the process, collaborative peer culture was maintained and built as the players worked towards problem solutions that require taking each other’s perspectives, and sharing digital devices and skills. This focus on children’s situated language use and assemblage of multimodal resources shows their moment-by-moment collaborative action. These multimodal interactions create opportunities for peer and sibling learning without the presence of an adult. The collaborative activity was a strategic resource used by the children in their digital game playing. In capturing young children’s own strategies, we highlight their agency in learning occurring through social interaction and gameplay.

Place, publisher, year, edition, pages
2018. Vol. 49, no 5, p. 959-972
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:uu:diva-355672DOI: 10.1111/bjet.12636ISI: 000444224900013OAI: oai:DiVA.org:uu-355672DiVA, id: diva2:1230307
Note

Marcus och Amalia Wallenbergs stiftelse (Projektnr. MAW 2014:0057)

Available from: 2018-07-03 Created: 2018-07-03 Last updated: 2018-11-20Bibliographically approved

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Evaldsson, Ann-CaritaMelander, Helen

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