Abstract
In the last two decades digital games (DG) have acquired more and more
relevance in everyday life. Today the effects of the wide diffusion of digital
games among laypersons represent a main fi eld of interest in the study of
education and learning in a long life perspective.
Literature provides evidences in conceiving DG as optimal learning
environments, instead of being a simple leisure providing no special cognitive,
emotional or social advantage. This paper focuses on the players’ implicit
theories on DGs, and how these theories impact on the learning process. Our
main question concerns the degree of awareness of the players: do they perceive
DGs as a learning opportunity? Are they aware of which soft skills they develop
in their experience? Finally, are such skills perceived as transferable?
A semi-structured questionnaire, specifi cally designed for this study was
administered to a sample of 160 participants: 70 Adults (18-30 yrs. old) and
90 Children (8-15 yrs. old).
Results show that participants seem to be aware of the positive impact
of DGs on their skills, and which ones are developed. Regardless of age,
the perceived skills improvement is focused upon four main domains:
visuomotor, cognitive, motivational, social skills.
Lingua originale | English |
---|---|
pagine (da-a) | 59-72 |
Numero di pagine | 14 |
Rivista | Qwerty |
Volume | 8 |
Stato di pubblicazione | Pubblicato - 2013 |
Keywords
- learning
- soft skills
- videogames