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dc.contributor.authorRowan, Leonie
dc.date.accessioned2019-03-28T03:57:03Z
dc.date.available2019-03-28T03:57:03Z
dc.date.issued2017
dc.identifier.issn1743-9884
dc.identifier.doi10.1080/17439884.2016.1160925
dc.identifier.urihttp://hdl.handle.net/10072/99675
dc.description.abstractThis 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.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherTaylor & Francis
dc.relation.ispartofpagefrom1
dc.relation.ispartofpageto13
dc.relation.ispartofjournalLearning, Media and Technology
dc.subject.fieldofresearchEducation systems
dc.subject.fieldofresearchSpecialist studies in education
dc.subject.fieldofresearchEducational technology and computing
dc.subject.fieldofresearchCommunication and media studies
dc.subject.fieldofresearchcode3903
dc.subject.fieldofresearchcode3904
dc.subject.fieldofresearchcode390405
dc.subject.fieldofresearchcode4701
dc.titleTeachers’ beliefs about the impact of games on the academic and social experiences of diverse and at-risk children in schools: a Deleuzian perspective
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.hasfulltextNo Full Text
gro.griffith.authorRowan, Leonie


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