Games and Learning: Social Interactions and Language Use of 2nd Grade Students Playing a Digital Game in Pairs

dc.contributor.advisorAlanís, Iliana
dc.contributor.authorHernandez, James Jeremy
dc.contributor.committeeMemberSutterby, John
dc.contributor.committeeMemberMarone, Vittorio
dc.contributor.committeeMemberYazan, Bedrettin
dc.creator.orcidhttps://orcid.org/0000-0002-3101-9447
dc.date.accessioned2024-02-09T22:24:49Z
dc.date.available2024-02-09T22:24:49Z
dc.date.issued2023
dc.descriptionThis item is available only to currently enrolled UTSA students, faculty or staff. To download, navigate to Log In in the top right-hand corner of this screen, then select Log in with my UTSA ID.
dc.description.abstractThis qualitative study aimed to examine ways young children practice social skills and use language while playing the digital game Roblox in pairs, using a single electronic device, as framed through Vygotsky’s Socio-cultural theory of learning. Roblox is a sandbox-style game comprising several mini-games, such as hide-and-seek simulators and battle spaces, where children can play with others online. In this qualitative study, participants were four seven-year-old 2nd-grade students paired to play the digital game Roblox at a charter school. I observed and recorded how the children interacted with the game, their language while playing, and their behavior toward each other. By observing their play as it was naturally occurring, I could obtain the young children’s perspective. This inquiry sought to answer the following questions: (1) How does playing Roblox influence social interaction and learning for 2nd-grade students? (2) How does playing Roblox promote language skills development for 2nd-grade students? Data sources included audio and video recordings, field notes, pre- and post-gameplay meetings, and observations. I transcribed and analyzed the data using open coding to understand how young children interact and learn socially while playing a digital game. Playing Roblox in dyads facilitated various behaviors and language use among 2nd-grade children. 2nd-grade students playing in dyads expressed two significant behaviors while playing a digital game. They were turn-taking and managing disagreements. They also practiced several forms of language use, including helping language, descriptive language, using background knowledge, specialist language, suggesting language, and questioning. It is concluded that when children play a digital game such as Roblox in dyads, they practice higher-order thinking, self-regulation, and cooperative and collaborative behaviors.
dc.description.departmentInterdisciplinary Learning and Teaching
dc.format.extent153 pages
dc.format.mimetypeapplication/pdf
dc.identifier.urihttps://hdl.handle.net/20.500.12588/3963
dc.languageen
dc.subjectDigital Games
dc.subjectEarly Childhood Education
dc.subjectElementary
dc.subjectLanguage Skills
dc.subjectRoblox
dc.subjectSocial Skills
dc.subjectYoung children
dc.subject.classificationEarly childhood education
dc.subject.classificationTeacher education
dc.subject.classificationEducational technology
dc.subject.classificationEducational sociology
dc.titleGames and Learning: Social Interactions and Language Use of 2nd Grade Students Playing a Digital Game in Pairs
dc.typeThesis
dc.type.dcmiText
dcterms.accessRightspq_closed
thesis.degree.departmentInterdisciplinary Learning and Teaching
thesis.degree.grantorUniversity of Texas at San Antonio
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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