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Data include interviews, video-recorded play sessions, and video-stimulated recall, analyzed through multimodal interactional analysis. Using Wenger’s Social Theory of Learning, five themes are identified: learning through experiencing, belonging, performing, struggling, and enacting participatory identities. 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(2021). Children’s Out-of-School Learning in Digital Gaming Communities. Designs for Learning, 13(1), 8–19. DOI: [https://doi.org/10.16993/dfl.164](https://doi.org/10.16993/dfl.164)  \n\n| RESEARCH\u003Cbr>Children’s Out-of-School Learning in Digital Gaming Communities\u003Cbr>Marina Wernholm |\n| --- |\n| The aim of this study is to investigate children’s out-of-school learning in digital gaming communities. This was achieved by exploring girls’ participation in Minecraft communities. Data were generated through interviews, video-recorded play sessions and video-stimulated recall. Multimodal interactional analysis was applied in order to analyze children’s mediated actions. The components of Wenger’s Social Theory of Learning were used as a basis when exploring learning in children’s out-of-school digital gaming communities. Five significant themes of what characterizes learning in digital gaming communities were identified: learning through experiencing, learning through belonging, learning through performing, learning through struggling and learning through enacting participatory identities. The main findings are presented in a tentative conceptual framework that can support teachers, school leaders and policymakers who are interested in connecting children’s out-of-school learning experiences with their learning in school. |\n| Keywords: children; digital communities; learning; Minecraft; Wenger |\n\nIntroduction  \nUnderstanding children’s “out-of-school teaching and learning journeys”(Gee, 2018, p. xi), is of relevance to educational research asthe conditions in which children shape their social relationships and learn are changing (Ito et al., 2019; Stephen & Edwards, 2018) . Unlike the traditional learning that many children still experience in school, digital communities offer self-selected and intentional learning that is tied to contributions to social communities and recognition in such communities. The aim of this study is to investigate children’s out-of-school learning in digital gaming communities. Through participation in such communities, children acquire new or modify existing skills, attitudes and knowledge by performing certain actions that represent the self and gradually develop contextual knowledge (Dezuanni & O’Mara, 2017; Wernholm, 2018) . It has been shown that what children learn from digital gaming is linked to what the gaming context offers (Beavis, 2017), in line with Wenger’s notion of situated learning (1998/2008) .  \nWe know from previous research that children participate in a variety of Minecraft worlds that offer very different kinds of gameplay (Mavoa, Carter, & Gibbs, 2017), including Minecraft for educational purposes, MinecraftEdu (Beavis, Deuzanni, & O’Mara, 2017) . How these experiences make a difference in school is tied to curricula and teacher’s attitudes. Research reveals a disconnect between teachers’ understanding of game world  \nLinnaeus University, SE [marina.wernholm@lnu.se](marina.wernholm@lnu.se)  \nmechanisms, uses and benefits and how to apply them to the curriculum (Lewis Ellison, Evans, & Pike, 2016; Overby & Jones, 2015) . Studies indicate that when teachers recognise and acknowledge children’s gaming knowledge and expertise, this insight can be used as inspiration and as a resource for connecting and enhancing learning (Beavis et al., 2017; Callaghan, 2016) . Teachers tend to choose digital games that are aligned with their own beliefs and approach to teaching, just as with any other pedagogical tool (Prestridge, 2017) . When there is a discrepancy between the chosen digital game and children’s gaming experiences this becomes problematic (cf. Dunn, Gray, Moffett, & Mitchell, 2016) . Out-of-school learning as a field of current research also requires the addition of underrepresented groups, for example, younger girls’digital gaming experiences (cf. Ito et al., 2019) . Mavoa et al. (2017) reveal no significant gender differences present in children’s (9–12 years of age) overa","cbCaieuCkWXdhPHm","https://ap.wps.com/l/cbCaieuCkWXdhPHm","pdf",1071363,12,"English","# Introduction\n# Previous Research\n## Children’s learning experiences through participating in digital gaming communities\n# Study Method and Findings\n## Five learning themes in digital gaming communities","[{\"question\":\"What is the study’s main aim?\",\"answer\":\"To investigate children’s out-of-school learning in digital gaming communities, specifically through girls’ participation in Minecraft communities.\"},{\"question\":\"How were the research data generated and analyzed?\",\"answer\":\"The study used interviews, video-recorded play sessions, and video-stimulated recall, analyzed with multimodal interactional analysis.\"},{\"question\":\"Which theoretical framework guides the analysis?\",\"answer\":\"The study applies components of Wenger’s Social Theory of Learning to explore how learning happens in children’s out-of-school digital gaming communities.\"}]","Children’s Out-of-School Learning in Digital Gaming Communities - Research Paper | PDF",1792092183]