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This chapter elaborates on the perspective on learning, the pedagogical aspect, in our book. We do not provide a grand new theory for understanding learning, but we go into dialogue with contemporary learning theories, especially theories with a strong interactional and social dimension. We build on our knowledge of educational research and learning theories and provide a form of framework for understanding learning in-and-through games from an interactional and social perspective. This includes learning as part of a community and learning to become part of a community. We can, through our empirical work, theorize on how a team-based networked game is a social learning platform that can help individuals acquire collaboration and communication skills, and other advanced competences. From our perspective, learning is actively co-constructed in the in-game interaction with both the game itself and with co-players. This chapter connects an educational and participant’s perspective by empirically exploring the social interaction that a player engages in together with other players and the game environment, as they are socialized into the social norms and the complex social hierarchy of networked games.

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“Do you remember how you smoke stairs”—Learning to Become a Team Player

  • 章节

  • 出版模式：

    开放获取

  • 发表日期：

    2026年

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  • Matilda Ståhl,
  • Fredrik Rusk

摘要

This chapter elaborates on the perspective on learning, the pedagogical aspect, in our book. We do not provide a grand new theory for understanding learning, but we go into dialogue with contemporary learning theories, especially theories with a strong interactional and social dimension. We build on our knowledge of educational research and learning theories and provide a form of framework for understanding learning in-and-through games from an interactional and social perspective. This includes learning as part of a community and learning to become part of a community. We can, through our empirical work, theorize on how a team-based networked game is a social learning platform that can help individuals acquire collaboration and communication skills, and other advanced competences. From our perspective, learning is actively co-constructed in the in-game interaction with both the game itself and with co-players. This chapter connects an educational and participant’s perspective by empirically exploring the social interaction that a player engages in together with other players and the game environment, as they are socialized into the social norms and the complex social hierarchy of networked games.