Summary
Contents
Subject index
Deliberately selected to represent as many parts of the globe as possible, and with a commitment to recognizing both the similarities and differences in children and young people's lives - from China to Denmark, from Canada to India, from Japan to Iceland, from - the authors offer a rich contextualization of children's engagement with their particular media and communication environment, while also pursuing cross-cutting themes in terms of comparative and global trends.
Learning Theory, Video Games, and Popular Culture
Learning Theory, Video Games, and Popular Culture
Introduction
Today, children's popular culture is more complex than ever before (Johnson, 2005). A game like Yu-Gi-Oh - a card game played by children as young as 7, either face-to-face or on a GameBoy handheld game machine - involves the sorts of complex language, vocabulary, and thinking skills we associate with the advanced grades in school (Gee, 2004). Children today ‘multi-task’ across multiple modalities, playing a video game like Age of Mythology, reading and writing about mythology, researching it on the internet, and, maybe, even contributing to websites devoted to the game and wider topics in mythology (Jenkins, 2006).
Concentrating on good modern video games, I will argue that children today often engage ...
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