Videogames in and beyond the L1 classroom
2022; Springer Science+Business Media; Linguagem: Inglês
10.21248/l1esll.2022.22.2.433
ISSN1573-1731
AutoresSandra Schamroth Abrams, Thorkild Hanghøj,
Tópico(s)Teaching and Learning Programming
ResumoFive [adolescent] youth hover around the Nintendo Switch to play a game about milking a cow.The smell of Doritos permeates the room...youth are sitting against the back wall, playing on a Switch.Two are playing; five are watching.Another runs over to watch.Approximately eight [additional] youth are watching game play on the large screen...As I write this, the combination of players and observers shifts; someone stands, someone moves, someone crouches."(Field notes, youth videogaming in a public library in the northeastern United States) "I think it all just depends on what type of game you play because some games could be like how to survive.You need to collect a certain amount of stuff to be able to do some things.You have to figure out how much of it you need to be able to build all of these different things.Then some games, you just need to figure out how do I…what's the secret way...to get through something to do it right and fast...There have been some times where I'm in a class, and we'll be talking about something.I'll think of a game I've played and like, 'Yeah.This relates.This is similar to this.' I like World War II games and World War games.Going to history, it [videogaming] helps me realize and know stuff that some other people don't know" (Interview with Tervain, 1 a high school student in the northeastern United States) "When you think of games, you don't think of Danish [as a subject], you simply don't" (Interview with Jasal, a secondary student in Denmark)These observation and interview data from different contexts-a public library and two public schools, respectively, across two different countries-address videogame play experiences.The observation captures the movement of players, of practices,
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