The Social Life of Information
The Social Life of Information
Social interactions in multiscale CVEs
Proceedings of the 4th international conference on Collaborative virtual environments
Environmental Detectives: PDAs as a Window into a Virtual Simulated World
WMTE '02 Proceedings IEEE International Workshop on Wireless and Mobile Technologies in Education
What Video Games Have to Teach Us About Learning and Literacy
What Video Games Have to Teach Us About Learning and Literacy
Play Between Worlds: Exploring Online Game Culture
Play Between Worlds: Exploring Online Game Culture
A Theory of Fun for Game Design
A Theory of Fun for Game Design
Presence: Teleoperators and Virtual Environments
Small-Group Behavior in a Virtual and Real Environment: A Comparative Study
Presence: Teleoperators and Virtual Environments
Game content creation and it proficiency: An exploratory study
Computers & Education
Exodus to the Virtual World: How Online Fun Is Changing Reality
Exodus to the Virtual World: How Online Fun Is Changing Reality
Epistemic frames for epistemic games
Computers & Education - Virtual learning? Selected contributions from the CAL 05 symposium
Designing social videogames for educational uses
Computers & Education
Video gameplay, personality and academic performance
Computers & Education
International Journal of Gaming and Computer-Mediated Simulations
International Journal of Gaming and Computer-Mediated Simulations
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Research on learning within interactive play spaces have shown how learning for players is far from merely a matter of acquiring information, but rather their participation and interactions bear upon the enculturation of relevant dispositions, demeanor, and outlook. Not only are players constantly engaged in co-appropriation of knowledge and meaning within emergent networks, but so too are their individual actions impacting the collective learning of their social communities. This intertwining relationship between individual performances within the activities transacted and the collective emergence and regulation of social communities represents the central focus of our research. Through a case study descriptive of four youth game players, aged between 14 and 18, our study focused on unpacking how players, as learners, structure their cognitive development, construct and negotiate their identity and sense of self, and make meaning of their social experiences online. Arising from our findings, we propose a framework on self-socio dialectics, explicating on its four constituent constructs of cognitive enactments, metacognitive attunements, affordance management, and inclinatory affinities. We discuss implications of self-socio dialectics with respect to learning practices and conclude with directions for future research.