Concepts, Assessments, Subversions
Edited By Matteo Stocchetti
Children and videogames: Oral and written narratives
Rut Martínez-Borda & Pilar Lacasa
This chapter traces the development of a multimedia workshop that took place at a Spanish public school and the work of twenty-one third-year girls and boys (aged 8–9) who wrote narratives based on their use of video games in the classroom. The analysis scrutinizes the role of video games as educational tools and examines how these, supported by classroom discussions, can contribute to the development of narrative thought as present in written compositions available in different contexts. The findings indicate that the children manage to write their own stories based on their interactions with the video games and that their reconstructions of computer games stories are dependent on specific contexts. Moreover, the video game plays an important role in the development of narrative thought because it serves as a vehicle of symbolic contents that enables the child to sequence and specify his or her own experience.
Commercial video games are instruments designed originally for entertainment that allow players to share their experiences, both real and virtual, in interactive contexts (Ito, 2010). However, considering these media as educational tools can be controversial due to their content, the values they transmit and the interaction with the players.
The bitterest detractors claim that video game contents have the potential to negatively influence the players’ attitude and behaviour. Studies have targeted possible links to addiction, aggression, violence, social development, and a variety of stereotyping and sexual morality issues...
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.