SOCIAL INTERACTIONPhenomenological Case Study

5th grade Students’ Experiences with Active Gaming

Lisa Hansen, Co Director of USF XRKade Research Labs

IS BEING SOCIAL REALLY IMPORTANT?

Theorists believe children learn through social interaction

Vygotsky’s ZPD was created through social interaction via play experiences

When students participate in physical education in a social context, research suggests students are more likely to enjoy the experience and are more likely to engage in the activity in the future (Weiss, 2000; Robertson-Wilson, Baker,Derbinshyre, & Cote, 2003).

IS ACTIVE GAMING CONSIDERED A “SOCIAL EXPERIENCE”?

Critique the Criticism

Case Study – 5th grade students’ experiences participating in active gaming during physical education classes Qualitative Research – (no hypothesis here) Triangulation – Interviews, Journal Entries,

Fieldnotes 16, 30 minute sessions – Fitness Unit

INTERVIEW CONVERSATIONS R: Do you consider active gaming to be a social

experience? Teacher: Yes. R: Why? Teacher: Why would I say no? (Laughing and

shaking her head). Because the noise level in here would tell anybody with all the talking going on!

R: What are they talking about? Teacher: Everything. The game, competition…

you name it. But, um again the point being: you want it to be fun. If they’re not talking to their friends then they might not be having fun. The whole point is to make it a social experience and so that it is something they want to do with their friends, therefore they are more likely to do it.

INTERVIEW CONVERSATIONS -STUDENT RESPONSES “Yes, because we socialize

on what game we want to play and we get along. If we don’t get along we just talk about it, or just calm down and talk about where we really wanna go.”

“Were just saying ‘Oh my goodness I’m beating you! I’m beating you!’ But by time were done we just rub it in our faces. But I never like it when it’s done, I just wanna play forever.”

“I’m talking about the game like, ‘Oh this is so fun!’ Then, when it’s done I say, ‘Oh I either beat you or beat me.’ And now where do we want to go play…”

WHEN DOES PEER INTERACTION OCCUR?

When provided partners

When playing independently

When given the choice

When waiting to engage in play

PEER INTERACTION Assigned/Designated partners

Behavior problems did not occur Took turns with decision making

Independent Play Playing alone and then joined by peer Fieldnotes:

Joey had been playing 3 Kick with a peer and decided to move to the GameBikes. There is no other student on the GameBikes so Joey set his game to single player and began playing. Joey is pedaling fast and his face is turning red. In the middle of his game a peer I have not seen him interact with sits on the other bike and says, “Joey, will you restart your game so we can play each other?” Joey immediately stops and says, “Sure, I am going to beat your anyway” as he grins and sets resets the game to multiplayer.

PEER INTERACTION

Choice to play with a peer(s)

What does it look like? Sound like?

▪ Singing songs▪ Discussing the

games/strategies▪ Peer learning

▪ Vygotsky would consider this scaffolding

▪ Competing

PEER INTERACTION – PLAYING AND WAITING

Ashlyn is now on DDR with a peer. She said, “I feel weird” giggling and the other student started laughing and said, “What am I doing” as she was missing the steps and “boos” were floating up the screen…Ashlyn died laughing at this comment and the peer said while giggling, “Shut up, you are messing me up”. Ashlyn kept laughing very hard and peers (two boys) behind her started making comments about Ashlyn missing some of the steps. Ashlyn kept laughing (the boys were laughing) and she turned around and said, “Stop” turned back around and said giggling, “Where am I stepping. What am I doing now”. The boys behind her were giggling and smiling…

PEER INTERACTION – JUST HAVING FUN!!!

Harris and his friend are singing together a rap song call “Sweet Life” (I think). They are singing in harmony and they emphasize “This is a sweet life” by singing the lyrics very loud and then laughing. At the same time, they are starring at the screen playing the game. Harris finished and said out loud, “I finished first” threw his hands up in the air and then kept singing. His peer shook his head and kept singing as they started a new game.

PEER INTERACTION – COMPETITION

Wilson and another girl are challenging one another on DDR. This is the girl that Wilson told me had beat him before. Wilson and his peer are on light mode and play the same song, “Get Busy”. Both are into the game yet grin every once in awhile during game play. Wilson’s peer got a “C” and he received a “D”. Wilson just smiled and said, “Ok, 2 to 1. I will beat you next time…” Wilson is back on against the same peer and playing on Standard mode this time. They both are not experiencing much success but continue playing. The lights go off to finish up for the day and they finish their song. Looking at the score Wilson says, “Yeah, I won.” She said, “No we both got an E”. Wilson said, “No, look at the actual score, right here” as he was pointing to the number score. She said, “Oh, ok”. Wilsons said looking at me with a huge grin and sense of accomplishment, “Yeah, 3 to 2, I won”. She said, “I’ll get you Monday” and sat down quietly.

PEER INTERACTION - GAMEPLAY

Girls are smiling and laughing playing Batman and Robin. They are talking back and forth about strategies n the game. “I’m up here now” Ashlyn said. The teacher told Angela to go help Robin – Angela said, “I’m trying to help but she keeps going over there and I can’t get over there.” Ashlyn replied, “I didn’t know you can’t get there. I will come back. Just wait on me.” Angela said, “Ok, but see that (pointing at the screen, don’t go there. Go this way because…”

PEER INTERACTION – GAMEPLAY AND PEER ASSISTANCE

Harris said to Joey, “Take a deep breath in between” as Harris was smacking Joey’s knee every time his knee would raise up. Wilson said, “Shoot it, Shoot it” pointing at the screen, and Harris said, “You got to shoot the air balloon.” Joey said, “OHH” as if a light bulb went off right when he crashed his plane. Wilson switched with Joey to play and Joey tried to start helping Wilson by grabbing the handlebars. The teacher came by and told Joey to stop and let Wilson play his own game.

SOCIAL INTERACTION AND LEARNING

Peer assistance (social environments) creates learning experiences

ZPD and Scaffolding (Vygotsky) Assistance from a

“more educated other” The game, peer,

adult/teacher

LEARNING – MYSELF OR MY PEERS!!!

Joey: “I would pick the peer. They would tell me the way I need to know.”

Harris: “I’d rather figure it out by myself or with a friend, because we did it without the adults and can probably learn more stuff without them”

Examples Briefly

WHAT DOES THIS MEAN?

Discoveries are congruent with previous pilot results at USF

A.G. DOES provide opportunities for positive, social interaction

Possibly Resulting in: VPA Positive disposition towards exercise Peer learning Possible Gateway to future engagement in

P.A.