Supporting Parent-Child Learning Through Intergenerational Game Play

• In Event: Games, Play, and Learning

Abstract

This paper reports findings from a qualitative study aimed at understanding how intergenerational play experiences with video games might foster parent-child engagement and collaborative problem-solving. Families were recruited to participate in gaming events in which parent-child dyads played games together in an open-ended, unstructured format. Data from questionnaires and video recordings suggest that parents and children were highly engaged, yet instances of collaborative problem-solving were few. Parent-child behaviors varied according to how the pairs framed the activity and how roles were negotiated throughout the play session. Findings point to the importance of providing parents and children with structured activities and support for their interactions around games, to more fully exploit the affordances of video gaming for learning.

Authors

• Sinem Siyahhan, California State University - San Marcos

• Elisabeth R. Gee, Arizona State University