Playing By Their Rules

Why Issues of Capital (Should) Influence Digital Game-Based Language Learning in Schools

Authors

  • Carolyn Blume Leuphana University Lüneburg

DOI:

https://doi.org/10.1558/cj.35099

Keywords:

digital game-based language learning, linguistic capital, digital inequality, digital divide, habitus

Abstract

While digital gameplaying is increasingly recognized for its potential for language learning, its use among English as a foreign language (EFL) teachers in both leisure and pedagogical contexts is comparatively meagre. Assumptions regarding the appropriate nature of schooling on the one hand and appropriate leisure pursuits on the other mediate beliefs about digital gaming to generate skepticism of gameplaying among many educators. Their devaluation of digital game-based language learning (DGBLL) has implications for language learning, not just in terms of skills and attitudes, but in regard to the development of linguistic capital. The purpose of this article is to use the concept of habitus to examine the reasons why educators marginalize DGBLL and the implications of such pedagogic decisions on the development of linguistic capital. Given the emergent empirical base, this contribution adopts a theoretical approach to contextualize observed trends. The article concludes by discussing the importance of teacher-mediated DGBLL for reasons of access and equity before recommending ways of integrating DGBLL to achieve these goals.

Author Biography

  • Carolyn Blume, Leuphana University Lüneburg

    Carolyn Blume is a doctoral candidate in the Department of English Didactics at the Leuphana University Lueneburg in Lueneburg, Germany. The focus of her research is on digital game-based language learning, specifically in the context of teacher education. Her other interests include improving teacher education for learners with special educational needs in the EFL classroom and exploring issues of social justice in education.

References

Alqurashi, M. A., & Williams, M. K. (2017). The teachers’ experiences with video games play in Saudi Arabia. In I. Akman (Ed.), Proceedings of the International Conference on Education, E-Governance, Law and Business (ICEELB-17) (pp. 58–84). https://doi.org/10.15242/ICEHM.UH0117025

Apperley, T., & Beavis, C. (2014). A model for critical games literacy. The Journal of Digital Learning and Teaching Victoria, 1(1), 46–54. https://doi.org/10.2304/elea.2013.10.1.1

Bartlett, L. (2008). To seem and to feel: Engaging cultural artefacts to “do” literacy. In M. Prinsloo & M. Baynham (Eds.), Literacies, global and local (Vol. 2, pp. 35–50). Amsterdam, Netherlands: John Benjamins Publishing Company. https://doi.org/10.1075/aals.2.03bar

Beavis, C., Rowan, L., Dezuanni, M., McGillivray, C., O’Mara, J., Prestridge, S., … Zagami, J. (2014). Teachers’ beliefs about the possibilities and limitations of digital games in classrooms. E-Learning and Digital Media, 11(6), 569–581. https://doi.org/10.2304/elea.2014.11.6.569

Beavis, C., Walsh, C., Bradford, C., O’Mara, J., Apperley, T., & Gutierrez, A. (2015). ‘Turning around’ to the affordances of digital games: English curriculum and students’ lifeworlds. English in Australia, 50(2), 30–39.

Black, R. W. (2009). Online fan fiction, global identities, and imagination. Research in the Teaching of English, 43(4), 397–425.

Black, R. W., & Steinkuehler, C. (2009). Literacy in virtual worlds. In L. Christenbury, R. Bomer, & P. Smagorinsky (Eds.), Handbook of adolescent literacy research (pp. 271–286). New York, NY: Guilford Press.

Blin, F. (2016). The theory of affordances. In C. Caws & M. J. Hamel (Eds.), Language-learner computer interactions: Theory, methodology and CALL applications (pp. 41–64). Amsterdam, The Netherlands: John Benjamins Publishing Company. https://doi.org/10.1075/lsse.2.03bli

Block, D. (2012). Class and SLA: Making connections. Language Teaching Research, 16(2), 188–205. https://doi.org/10.1177/1362168811428418

Blume, C. (2019). Games people (don’t) play: An analysis of pre-service EFL teachers’ behaviors and beliefs regarding digital game-based language learning. Computer Assisted Language Learning. Advance online publication. https://doi.org/10.1080/09588221.2018.1552599

BMFSFJ. (2016). Wertewandel in der Jugend und anderen gesellschaftlichen Gruppen durch Digitalisierung [Changing values among youth and other societal groups through digitalization]. Bonn, Deutschland: Bundesministerium für Familie, Senioren, Frauen und Jugend. Retrieved from https://tinyurl.com/4eaae8f22ae4

Bourdieu, P. (2011). The forms of capital (1986). In I. Szeman & T. Kaposy (Eds.), Cultural theory: An anthology (pp. 81–93). Chichester, MA: Wiley-Blackwell.

Bourdieu, P., & Wacquant, L. J. D. (1992). An invitation to reflexive sociology. Chicago, IL: University of Chicago Press.

Bourgonjon, J., Grove, F. de, Smet, C. de, van Looy, J., Soetaert, R., & Valcke, M. (2013). Acceptance of game-based learning by secondary school teachers. Computers & Education, 67, 21–35. https://doi.org/10.1016/j.compedu.2013.02.010

Bremer, H. (2009). Die Notwendigkeit milieubezogener pädagogischer Reflexivität. Zum Zusammenhang von Habitus, Selbstlernen und sozialer Selektivität: Forschungsperspektiven im Anschluss an Pierre Bourdieu [The necessity of pedagogic reflection related to milieu. The relationship among habitus, self-directed learning and social selectivity: Research perspectives following Pierre Bourdieu]. In B. Friebertshäuser, M. Rieger-Ladich, & L. Wigger (Eds.), Reflexive Erziehungswissenschaft: Forschungsperspektiven im Anschluss an Pierre Bourdieu (2nd ed., pp. 287–306). Wiesbaden, Deutschland: VS Verlag für Sozialwissenschaften. https://doi.org/10.1016/j.compedu.2013.02.010

Buendgens-Kosten, J. (2013). Authenticity in CALL: Three domains of ‘realness’. ReCALL, 25(2), 272–285. https://doi.org/10.1017/S0958344013000037

Chen, H. H.-J., Chen, M.-P., Chen, N.-S., & Yang, C. (2012). Pre-service teachers’ views on using adventure video games for language learning. In P. Felicia (Ed.), Proceedings of the 6th European Conference on Games Based Learning: Hosted by University College Cork and Waterford Institute of Technology Ireland, 4–5 October 2012 (pp. 125–130). Reading, UK: Academic Publishing International Limited.

Cheong, P. H., & Gray, K. (2011). Mediated intercultural dialectics: Identity perceptions and performances in virtual worlds. Journal of International and Intercultural Communication, 4(4), 265–271. https://doi.org/10.1080/17513057.2011.598047

Chik, A. (2011). Digital gaming and social networking: English teachers’ perceptions, attitudes and experiences. Pedagogies: An International Journal, 6(2), 154–166. https://doi.org/10.1080/1554480X.2011.554625

Chik, A. (2014). Digital gaming and language learning: Autonomy and community. Language Learning & Technology, 18(2), 85–100.

Cornillie, F., Clarebout, G., & Desmet, P. (2012). The role of feedback in foreign language learning through digital role playing games. Procedia-Social and Behavioral Sciences, 34, 49–53. https://doi.org/10.1016/j.sbspro.2012.02.011

Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York, NY: Harper & Row.

DeHaan, J., Reed, W. M., & Kuwada, K. (2010). The effect of interactivity with a music video game on second language vocabulary recall. Language Learning & Technology, 14(2), 74–94.

Dickey, M. D. (2007). Game design and learning: A conjectural analysis of how massively multiple online role-playing games (MMORPGs) foster intrinsic motivation. Educational Technology Research and Development, 55(3), 253–273. https://doi.org/10.1007/s11423-006-9004-7

Eklund, L. (2011). Doing gender in cyberspace: The performance of gender by female World of Warcraft players. Convergence: The International Journal of Research into New Media Technologies, 17(3), 323–342. https://doi.org/10.1177/1354856511406472

Eklund, L. (2015). Playing video games together with others: Differences in gaming with family, friends and strangers. Journal of Gaming & Virtual Worlds, 7(3), 259–277. https://doi.org/10.1386/jgvw.7.3.259_1

Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25–39. https://doi.org/10.1007/BF02504683

ESA. (2015). ESA essential facts about the computer and video game industry: 2015 sales, demographic and usage data. Washington, DC: Entertainment Software Association.

Fantom, N., & Serajuddin, U. (2016). The World Bank’s classification of countries by income. Washington, DC: World Bank. Retrieved from https://openknowledge.worldbank.org/bitstream/10986/23628/1/The0World0Bank00countries0by0income.pdf

Feierabend, S., Plankenhorn, T., & Rathgeb, T. (2016). JIM Studie 2016: Jugend, Information, (Multi-)Media [JIM study 2016: Youth, information, (multi-)media]. Stuttgart, Germany: Medienpädagogischer Forschungsverbund Südwest. Retrieved from https://www.mpfs.de/fileadmin/files/Studien/JIM/2016/JIM_Studie_2016.pdf

Friedrichs, H., von Gross, F., Herde, K., & Sander, U. (2016). Habitusformen von Eltern im Kontext der Computerspielnutzung ihrer Kinder [Habitus types among parents in the context of computer game use of their children]. In R. Sonderegger, T. Ballhausen, C. Berger, K. Kaiser-Müller, C. Swertz, C. Trültzsch-Wijnen, … P. Missomelius (Eds.), Medienimpulse 2014–2015 (1st ed., pp. 182–196). Vienna, Austria: New Academic Press.

Gayton, A. (2010). Socioeconomic status and language-learning motivation: To what extent does the former influence the latter? Scottish Languages Review, 22(Autumn), 17–28.

Gee, J. P. (2004). Situated language and learning: A critique of traditional schooling. New York, NY: Routledge.

Gee, J. P. (2008). Learning in semiotic domains: A social and situated account. In M. Prinsloo & M. Baynham (Eds.), Literacies, global and local (Vol. 2, pp. 137–149). Amsterdam, The Netherlands: John Benjamins Publishing Company. https://doi.org/10.1075/aals.2.10gee

Goldfarb, A., & Prince, J. (2008). Internet adoption and usage patterns are different: Implications for the digital divide. Information Economics and Policy, 20(1), 2–15. https://doi.org/10.1016/j.infoecopol.2007.05.001

Graham, R. (2017). Video games and class reproduction: Social class and its effects on teen gaming: Manuscript submitted for publication. Retrieved July 7th, 208 from https://www.academia.edu/12032225/Video_Games_and_Class_Reproduction_Social_Class_and_its_Effects_on_Teen_Gaming.

Grau, M., & Legutke, M. K. (2015). Linking language learning inside and outside the classroom: Perspectives from teacher education. In D. Nunan & J. C. Richards (Eds.), ESL & applied linguistics professional series. Language learning beyond the classroom. New York, NY: Routledge.

Grenfell, M. (2014). Pierre Bourdieu: Key concepts (2nd ed.). Abingdon, New York: Routledge.

Groh, F. (2012). Gamification: State of the art definition and utilization. In N. Asaj, B. Könings, M. Poguntke, F. Schaub, B. Wiedersheim, & M. Weber (Eds.), Proceedings of the 4th Seminar on Research Trends in Media Informatics (pp. 39–46). Ulm, Germany: Institute of Media Informatics.

Hayes, E., & Ohrnberger, M. (2013). The gamer generation teaches school: The gaming practices and attitudes towards technology of pre-service teachers. Journal of Technology and Teacher Education, 21(2), 154–177.

Henry, A. (2013). Digital games and ELT: Bridging the authenticity gap. In E. Ushioda (Ed.), International perspectives on motivation: Language learning and professional challenges (pp. 133–155). London, England: Palgrave Macmillan. https://doi.org/10.1057/9781137000873_8

Hill, M. L. (2008). Toward a pedagogy of the popular: Bourdieu, hip-hop, and out-of-school literacies. In J. Albright & A. Luke (Eds.), Pierre Bourdieu and literacy education (pp. 136–161). New York, NY: Routledge.

Hollingworth, S., Mansaray, A., Allen, K., & Rose, A. (2011). Parents’ perspectives on technology and children’s learning in the home: Social class and the role of the habitus. Journal of Computer Assisted Learning, 27(4), 347–360. https://doi.org/10.1111/j.1365-2729.2011.00431.x

Hsu, L. (2013). English as a foreign language learners’ perception of mobile assisted language learning: A cross-national study. Computer Assisted Language Learning, 26(3), 197–213. https://doi.org/10.1080/09588221.2011.649485

Ibrahim, R., Khalil, K., & Jaafar, A. (2011). Towards educational games acceptance model (EGAM): A revised unified theory of acceptance and use of technology (UTAUT). International Journal of Research and Reviews in Computer Science (IJRRCS), 2(2), 839–846.

ISFE. (2012). Videogames in Europe: Consumer study. Brussels, Belgium: Interactive Software Federation of Europe.

Iversen, S. M. (2015). Play and productivity: The constitution of ageing adults in research on digital games. Games and Culture, 11(1–2), 7–27. https://doi.org/10.1177/1555412014557541

Jackson, L. A., Zhao, Y., Kolenic, A., Fitzgerald, H. E., Harold, R., & Eye, A. von. (2008). Race, gender, and information technology use: The new digital divide. Cyberpsychology & Behavior, 11(4), 437–442. https://doi.org/10.1089/cpb.2007.0157

Jenkins, H. (2009). Confronting the challenges of participatory culture: Media education for the 21st century. The John D. and Catherine T. MacArthur Foundation reports on digital media and learning. Cambridge, MA: MIT Press. https://doi.org/10.7551/mitpress/8435.001.0001

Jones, R. D. (2018). Developing video game literacy in the EFL classroom: A qualitative analysis of 10th grade classroom game discourse. Giessener Beiträge zur Fremdsprachendidaktik. Tübingen: Narr Francke Attempto.

Kenny, R. F., & McDaniel, R. (2011). The role teachers’ expectations and value assessments of video games play in their adopting and integrating them into their classrooms. British Journal of Educational Technology, 42(2), 197–213. https://doi.org/10.1111/j.1467-8535.2009.01007.x

Koivusilta, L. K., Lintonen, T. P., & Rimpelä, A. H. (2007). Orientations in adolescent use of information and communication technology: A digital divide by sociodemographic background, educational career, and health. Scandinavian Journal of Public Health, 35(1), 95–103. https://doi.org/10.1080/14034940600868721

Kommer, S., & Biermann, R. (2012). Der mediale Habitus von (angehenden) LehrerInnen: Medienbezogene Dispositionen und Medienhandeln von Lehramtsstudierenden [The mediale habitus of (future) teachers: Media-related dispositions and media behaviors of pre-service teachers]. In R. Schulz-Zander, B. Eickelmann, H. Moser, H. Niesyto, & P. Grell (Eds.), Jahrbuch Medienpädagogik 9 (Vol. 9, pp. 81–108). Wiesbaden, Germany: Springer VS. https://doi.org/10.1007/978-3-531-94219-3_5

Kühne, S. (2006). Das soziale Rekrutierungsfeld der Lehrer [The social recruiting field of the teacher]. Zeitschrift Für Erziehungswissenschaft, 9(4), 617–631. https://doi.org/10.1007/s11618-006-0171-4

Kvasny, L. (2006). Cultural (Re)production of digital inequality in a US community technology initiative. Information, Communication & Society, 9(2), 160–181. https://doi.org/10.1080/13691180600630740

Li, Y., & Ranieri, M. (2013). Educational and social correlates of the digital divide for rural and urban children: A study on primary school students in a provincial city of China. Computers & Education, 60(1), 197–209. https://doi.org/10.1016/j.compedu.2012.08.001

Martín del Pozo, M., Basilotta Gómez-Pablos, V., & García-Valcárcel Muñoz-Repiso, A. (2017). A quantitative approach to pre-service primary school teachers’ attitudes towards collaborative learning with video games: Previous experience with video games can make the difference. International Journal of Educational Technology in Higher Education, 14(1), 11. https://doi.org/10.1186/s41239-017-0050-5

Park, J., & Wen, R. (2016). A comparative framework for culturally differentiated digital game-based learning. International Journal of Comparative Education and Development, 18(3), 138–149. https://doi.org/10.1108/IJCED-04-2016-0008

Peterson, M. (2010). The use of computerized games and simulations in computer-assisted language learning: A meta-analysis of research. Simulation & Gaming, 41(1), 72–93. https://doi.org/10.1177/1046878109355684

Peterson, M. (2013). Computer games and language learning. New York, NY: Palgrave Macmillan. https://doi.org/10.1057/9781137005175

Phillipson, R. (2008). The linguistic imperialism of neoliberal empire. Critical Inquiry in Language Studies, 5(1), 1–43. https://doi.org/10.1080/15427580701696886

Pimienta, D., Prado, D., & Blanco, Á. (2009). Twelve years of measuring linguistic diversity in the Internet: Balance and perspectives. Paris, France. Retrieved from http://unesdoc.unesco.org/ulis/cgi-bin/ulis.pl?catno=187016

Pishghadam, R., & Khajavy, G. H. (2013). Sociological and psychological model of foreign language achievement: Examining social/cultural capital and cognitive/metacognitive aspects. Iranian Journal of Applied Linguistics (IJAL), 16(1), 129–144.

Prensky, M. (2007). Digital game-based learning. St. Paul, MN: Paragon House.

Rama, P. S., Black, R. W., Van Es, E., & Warschauer, M. (2012). Affordances for second language learning in World of Warcraft. ReCALL, 24(03), 322–338. https://doi.org/10.1017/S0958344012000171

Reinders, H., & Hubbard, P. (2013). CALL and learner autonomy: Affordances and constraints. In M. Thomas, H. Reinders, & M. Warschauer (Eds.), Contemporary computer-assisted language learning (pp. 359–375). London, England: Bloomsbury.

Reinders, H., & Wattana, S. (2015). Affect and willingness to communicate in digital game-based learning. ReCALL, 27(01), 38–57. https://doi.org/10.1017/S0958344014000226

Reinhardt, J., & Sykes, J. M. (2012). Conceptualizing digital game-mediated L2 learning and pedagogy: Game-enhanced and game-based research and practice. In H. Reinders (Ed.), New language learning and teaching environments. Digital games in language learning and teaching (pp. 32–49). London, England: Palgrave Macmillan. https://doi.org/10.1057/9781137005267_3

Reinhardt, J., & Zander, V. (2011). Social networking in an intensive English program classroom: A language socialization perspective. CALICO Journal, 28(2), 326–344. https://doi.org/10.11139/cj.28.2.326-344

Reinhart, J. M., Thomas, E., & Toriskie, J. M. (2011). K-12 teachers: Technology use and the second level digital divide. Journal of Instructional Psychology, 38(3–4).

Sánchez-Mena, A., & Martí-Parreño, J. (2017). Teachers’ acceptance of educational video games: A comprehensive literature review. Journal of e-Learning and Knowledge Society, 13(2), 47–63. https://doi.org/10.20368/1971-8829/1319

Sauro, S. (2016). Commentary: Does CALL have an English problem? Language Learning & Technology, 20(3), 1–8.

Sauro, S. (2017). Online fan practices and CALL. CALICO Journal, 34(2), 131–146. https://doi.org/10.1558/cj.33077

Schmid, U., Goertz, L., Radomski, S., Thom, S., & Behrens, J. (2017). Monitor Digitale Bildung; Die Hochschulen im digitalen Zeitalter [Monitor digital education: Universities in the digital age]. Gütersloh, Germany: Bertelmannsstiftung.

Schrader, P. G., Zheng, D., & Young, M. (2005). Teachers’ perceptions of video games: MMOGs and the future of preservice teacher education. Innovate: Journal of Online Education, 2(3), Article 5. Retrieved from http://nsuworks.nova.edu/innovate/vol2/iss3/5

Seiter, E. (2008). Practicing at home: Computers, pianos, and cultural capital. In T. McPherson (Ed.), The John D. and Catherine T. Macarthur Foundation series on digital media and learning. Digital youth, innovation, and the unexpected (pp. 27–52). Cambridge, MA: MIT Press.

Selwyn, N. (2004). Reconsidering political and popular understandings of the digital divide. New Media & Society, 6(3), 341–362. https://doi.org/10.1177/1461444804042519

Seufert, J. (2017). Games: Zu arm zum Spielen [Games: Too poor to play]. Zeit Online. Retrieved from http://www.zeit.de/digital/games/2017-05/games-armut-hartz-iv-kulturgut

Shaffer, D. W. (2006). Epistemic frames for epistemic games. Computers & Education, 46(3), 223–234. https://doi.org/10.1016/j.compedu.2005.11.003

Shaffer, D. W., Squire, K. R., Halverson, R., & Gee, J. P. (2005). Video games and the future of learning. Phi Delta Kappan, 87(2), 105–111. https://doi.org/10.1177/003172170508700205

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. https://doi.org/10.3102/0013189X015002004

Squire, K. (2008). Video game literacy: A literacy of expertise. In J. Coiro, M. Knobel, C. Lankshear, & D. J. Leu (Eds.), Handbook of research on new literacies (pp. 635–670). New York, NY: Routledge.

Squire, K. (2012). Designed cultures. In C. Steinkuehler, K. Squire, & S. Barab (Eds.), Games, learning, and society: Learning and meaning in the digital age (pp. 10–31). Cambridge, England: Cambridge University Press. https://doi.org/10.1017/CBO9781139031127.005

Squire, K., & Barab, S. (2004). Replaying history: Engaging urban underserved students in learning world history through computer simulation games. In Proceedings of the 6th International Conference on Learning Sciences (pp. 505–512). Santa Monica, CA: International Society of the Learning Sciences.

Steinkuehler, C. A. (2008). Cognition and literacy in massively multiplayer online role-playing games. In J. Coiro, M. Knobel, C. Lankshear, & D. J. Leu (Eds.), Handbook of research on new literacies (pp. 611–646). New York, NY: Routledge.

Steinkuehler, C. A., & Williams, D. (2006). Where everybody knows your (screen) name: Online games as “third places”. Journal of Computer-Mediated Communication, 11(4), 885–909. https://doi.org/10.1111/j.1083-6101.2006.00300.x

Stewart, J., Bleumers, L., van Looy, J., Mariln, I., All, A., Schurmans, D., … Misuraca, G. (2013). The potential of digital games for empowerment of groups at risk of social and economic exclusion: Evidence and opportunity for policy (Report Eur No. 25900EN). Luxembourg: Publications Office of the European Union.

Sundqvist, P., & Sylvén, L. K. (2012). World of VocCraft: Computer games and Swedish learners’ L2 English vocabulary. In H. Reinders (Ed.), New language learning and teaching environments. Digital games in language learning and teaching (pp. 189–208). London, England: Palgrave Macmillan. https://doi.org/10.1057/9781137005267_10

Sykes, J. M., & Reinhardt, J. (2013). Language at play: Digital games in second and foreign language teaching and learning. Boston, MA: Pearson.

Sylvén, L. K., & Sundqvist, P. (2012). Gaming as extramural English L2 learning and L2 proficiency among young learners. ReCALL, 24(3), 302–321. https://doi.org/10.1017/S095834401200016X

Takeuchi, L. M., & Vaala, S. (2014). Level up learning: A national survey on teaching with digital games. Retrieved from http://files.eric.ed.gov/fulltext/ED555585.pdf

Thomas, M. (2012). Contextualizing digital game-based language learning: Transformational paradigm shift or business as usual? In H. Reinders (Ed.), New language learning and teaching environments. Digital games in language learning and teaching (pp. 11–31). London, England: Palgrave Macmillan. https://doi.org/10.1057/9781137005267_2

Thorne, S. L., Fischer, I., & Lu, X. (2012). The semiotic ecology and linguistic complexity of an online game world. ReCALL, 24(3), 279–301. https://doi.org/10.1017/S0958344012000158

Thorne, S. L., & Reinhardt, J. (2008). “Bridging activities,” new media literacies, and advanced foreign language proficiency. CALICO Journal, 25(3), 558–572. https://doi.org/10.1558/cj.v25i3.558-572

Thorne, S. L., Sauro, S., & Smith, B. (2015). Technologies, identities, and expressive activity. Annual Review of Applied Linguistics, 35, 215–233. https://doi.org/10.1017/S0267190514000257

Tollefson, J. W. (2007). Ideology, language varieties, and ELT. In J. Cummins & C. Davison (Eds.), International handbook of English language teaching (Vol. 15, pp. 25–36). Boston, MA: Springer. https://doi.org/10.1007/978-0-387-46301-8_3

Van Dijk, J. A. (2012). The evolution of the digital divide: The digital divide turns to inequality of skills and usage. In J. Bus, M. Crompton, M. Hildebrandt, & G. Metakides (Eds.), Digital enlightenment yearbook (pp. 57–75). Washington, DC: IOS Press.

Vandrick, S. (2014). The role of social class in English language education. Journal of Language, Identity & Education, 13(2), 85–91. https://doi.org/10.1080/15348458.2014.901819

Walsh, C., & Apperley, T. (2008). Gaming capital: Rethinking literacy. In Changing Climates: Education for Sustainable Futures. Proceedings of the AARE 2008 International Education Research Conference. Deakin, Australia: Australian Association for Research in Education.

Warschauer, M. (2003). Technology and social inclusion: Rethinking the digital divide. Cambridge, MA: MIT Press.

Waters, J. L. (2005). Transnational family strategies and education in the contemporary Chinese diaspora. Global Networks, 5(4), 359–377. https://doi.org/10.1111/j.1471-0374.2005.00124.x

Williams, D., Consalvo, M., Caplan, S., & Yee, N. (2009). Looking for gender: Gender roles and behaviors among online gamers. Journal of Communication, 59(4), 700–725. https://doi.org/10.1111/j.1460-2466.2009.01453.x

Wood, L., & Howley, A. (2012). Dividing at an early age: The hidden digital divide in Ohio elementary schools. Learning, Media and Technology, 37(1), 20–39. https://doi.org/10.1080/17439884.2011.567991

Wu, M. L. (2015). Teachers’ experience, attitudes, self-efficacy and perceived barriers to the use of digital game-based learning: A survey study through the lens of a typology of educational digital games (Unpublished doctoral dissertation). Michigan State University. Retrieved from https://d.lib.msu.edu/etd/3754

Yee, N. (2006). Motivations for play in online games. Cyberpsychology & Behavior, 9(6), 772–775. https://doi.org/10.1089/cpb.2006.9.772

Zheng, D., Wagner, M. M., Young, M. F., & Brewer, R. A. (2009). Negotiation for action: English language learning in game-based virtual worlds. Modern Language Journal, 93(4), 489–511. https://doi.org/10.1111/j.1540-4781.2009.00927.x

Downloads

Published

2019-01-14

Issue

Section

Articles

How to Cite

Blume, C. (2019). Playing By Their Rules: Why Issues of Capital (Should) Influence Digital Game-Based Language Learning in Schools. CALICO Journal, 36(1), 19-38. https://doi.org/10.1558/cj.35099

Most read articles by the same author(s)

1 2 3 4 5 6 7 8 9 10 > >>