From kids to geeks: Consequential transitions and mediators of learning in computer gaming

Previous studies in youth learning have mostly examined practices that were bounded within a predetermined context. But learning is also a lifelong endeavor, in which the learners’ developmental trajectories may be continuously formulated, supported, and cumulative across multiple formal and informal contexts. In this paper, I make use of the concept of consequential transition to examine personalized and long-term learning among 24 “elite” gamers. I conducted in-depth interviews with each of these participants, and asked questions regarding their learning experiences growing up with video games. I identified a series of personally meaningful transitions that had taken place in their homes, in schools, and within communities. I found that long-term consequences of learning go beyond cognitive development and include cultivation of social networks and computing skills. I discuss implications that computing technologies could materialize these consequential transitions for institutional stakeholders