Video Games as a Literacy Tool: A Comparison of Players’ and Nonplayers’ Grades, Reading Test Scores, and Self-Perceived Digital Reading Ability

ID: 53566 Type: Brief Paper
  1. Soonhwa Seok, Korea University, Korea (South)
  2. Boaventura DaCosta, Solers Research Group, United States

Tuesday, March 19 3:00-3:20 PM Location: Wilshire B View on map

No presider for this session.

Abstract: Given the growing importance of digital literacy, and the continued deliberation about the academic potential of video games, this study explored if and how video game play contributes to reading performance. Specifically, the grade point level, silent contextual reading fluency, and perceived digital reading ability of South Korean video game players (N = 589) and nonplayers (N = 617) were examined. The findings revealed that nonplayers had better grades and were better readers, while players held stronger positive perceptions about their reading ability not aligned with their grade point level or silent contextual reading fluency. The study does not debate the use of video games in learning. Rather, the purpose behind this investigation was to offer further evidence in the ongoing discussion of the use of video games as a literacy tool.

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