Date of Award
7-31-2024
Document Type
Thesis
Publisher
Edith Cowan University
Degree Name
Doctor of Philosophy
School
School of Education
First Supervisor
Associate Professor Glenda Campbell-Evans
Second Supervisor
Professor Caroline Barratt-Pugh
Third Supervisor
Dr David Rhodes
Abstract
Digital technologies are playing an increasingly vital role in the rapidly expanding field of education. Much research has been focused on exploring the use of video games as tools to enhance student learning. This study takes an alternative view by exploring the learning experiences that occur in and around video gameplay from the perspective of the player. The insights gained may prove beneficial in expanding the current understanding of learning and the role video games may play in extending access to a diversity of learning experiences. Utilising a single case study methodology, data were gathered from semi-structured interviews, observations and think-aloud/talk-aloud protocols. Data analysis was conducted using the six steps of Braun and Clarke’s (2006) thematic analysis process. The findings highlight the socially constructed and holistic nature of the learning that occurs through playing video games. Learning, while linked to the achievement of specific outcomes, is grounded in the player’s ability to develop a more detailed understanding of their personal learning process and pursue active engagement in purposeful and meaningful learning experiences. The study contributes to the understanding of the complexity of learning by providing evidence from the player’s perspective of the relationship between video gameplay and the holistic nature of learning.
DOI
10.25958/qfyg-bp06
Access Note
Access to this thesis is embargoed until 14th April 2026.
Recommended Citation
Bellamy, P. (2024). Learning through video gameplay: A case study. Edith Cowan University. https://doi.org/10.25958/qfyg-bp06