Book chapter

Digital game features and play contexts: impact on learning and development

Published inChild psychology: a handbook of contemporary issues, Editors C. S. Tamis-LeMonda & Balter, p. 451-471
PublisherNew-York : Psychology Press
Edition3rd edition
Publication date2016

Digital games are everywhere. Once just a fixture in family living rooms, they're now being played in almost every setting imaginable—in schools, at the workplace, restaurants, in the backseats of cars, and on subway platforms—and by individuals of all ages, from preschoolers through octogenarians. According to the Entertainment Software Association (2014) 59% of the American populace play digital games, with an average of two gamers per household. In fact, three-quarters of American moms play on at least a weekly basis (ESA, 2013). Every one of these players is learning something or developing in some fashion, whether it be the rules of a new game or the right route to take to make it to the next level, the motor skills needed to evade an enemy's attack or an affinity for ancient civilizations. Researchers have always been interested in what and how players learn and develop through their digital game play,but since new mobile platforms and Internet connectivity have enabled this phenomenon of anytimeanywhere play, they are more intent than ever to tap into digital games as tools foranytime anywhere learning.

Citation (ISO format)
BAVELIER, Daphné, TAKEUCHI, Lori. Digital game features and play contexts: impact on learning and development. In: Child psychology: a handbook of contemporary issues. New-York : Psychology Press, 2016. p. 451–471.
Main files (1)
Book chapter (Published version)
  • PID : unige:153734

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