The identity of young digital game-based learner: a review of recent research

Abstract

Game-based learning is gaining grounds in primary and secondary schools. While becoming part of the teaching and learning agenda in contemporary classrooms, game-based learning has proven to be attractive, because it allows learners to participate intensively in digital gaming activities. A digital game-based learner’s identity is not an inbuilt entity within a learner’s inner-self, rather it is socially constructed actively in a formal and informal learning setting. In this study, we researched on how students constructed identity when they got involved into formal game-based learning at school, as it was described in the scientific literatures of last five years. We found that, researchers discussed how digital game-based learning helps to define the identity of the learner. In our review we identified certain variables that affected identity construction: formal teaching and learning culture, family and social environment, smart technology knowledge, gender, age, digital game type, the culture of play.