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Video Games as a Literacy Tool: A Comparison of Players’ and Nonplayers’ Grades, Reading Test Scores, and Self-Perceived Digital Reading Ability
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, Korea University, Korea (South) ; , Solers Research Group, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-37-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

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.

Citation

Seok, S. & DaCosta, B. (2019). Video Games as a Literacy Tool: A Comparison of Players’ and Nonplayers’ Grades, Reading Test Scores, and Self-Perceived Digital Reading Ability. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 777-781). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved November 17, 2019 from .

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