This report focuses on the civic aspects of video game play among youth. According to a 2006 survey, 58 percent of young people aged 15 to 25 were civically "disengaged," meaning that they participated in fewer than two types of either electoral activities (defined as voting, campaigning, etc.) or civic activities (for example, volunteering). Kahne and his coauthors are interested in what role video games may or may not play in this disengagement.Until now, most research in the field has considered how video games relate to children's aggression and to academic learning. Digital media scholars suggest, however, that other social outcomes also deserve attention. For example, as games become more social, some scholars argue that they can be important spheres in which to foster civic development. Others disagree, suggesting that games, along with other forms of Internet involvement, may in fact take time away from civic and political engagement.
Drawing on data from the 2006 survey, the authors examine the relationship between video game play and civic development. They call for further research on teen gaming experiences so that we can understand and promote civic engagement through video games.
|Series:||The John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning|
|Sold by:||Barnes & Noble|
|File size:||231 KB|
|Age Range:||18 Years|
About the Author
Ellen Middaugh is currently a doctoral candidate in Human Development at UC Berkeley's School of Education and is Research Associate at Mills College's School of Education. Her research focus is on civic and political socialization of young people.
Chris Evans is Senior Program Associate of the Civic Engagement Research Group. Her background includes graduate work in music, literature and comparative literature, as well as professional editing and translation experience.
Most Helpful Customer Reviews
From the descroiption this is from oveprotective parents with anti social kids
This is an example of absolute spin, spam, or pure junk. There may be some merrit to the idea of video learning through modern games, but the arguements in this work are weak and the statistics used to "prove" the case are even more feable. From my perspective, the stats suggest the opposit of the case the authors were trying to make.