Children's Preferred Learning Strategies in Video Games: A Preliminary Investigation
AbstractThis study explores preliminary evidence that children playing various genres of video games may choose to employ different learning strategies to improve at the games. It is important for educators to understand how children learn outside of school and in virtual worlds as this has implications for their classroom learning. 118 fourth- and fifth-grade students participated in this study. Chi-square tests of association revealed that video game genre was significantly related to strategy employed for two of the six learning strategies (p<.05): repetition and identity. Children who play action games are more likely to use the repetition strategy and children who play adventure games are more likely to use the identity strategy to learn the games.