NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1153274
Record Type: Journal
Publication Date: 2017
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1743-9884
Teachers' Beliefs about the Impact of Games on the Academic and Social Experiences of Diverse and At-Risk Children in Schools: A Deleuzian Perspective
Rowan, Leonie
Learning, Media and Technology, v42 n3 p295-307 2017
This paper explores teachers' beliefs about the ways in which the use of digital games in schooling contexts impacted upon students who they believed to be in some way at risk of educational or social alienation or failure. Drawing upon the theoretical resources provided by Gilles Deleuze and Felix Guattari, the paper explores opportunities games-based learning created for students who had previously been positioned in narrow, limiting, or marginalized relationships to academic achievement or social acceptance. In describing teachers' beliefs about the various lines of flight that games-based learning was able to spark, the paper argues the importance of continuing to explore how at-risk learners might benefit from particular uses of games in schools.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A