More than 'just a game': the implications for schools of children's computer games communities

At the present time there is significant interest in the application of computer games technology within educational settings. Much of this attention, however, is focused on the games' interfaces. Drawing on recent research into children's use of information and communications technology outside school, and on complementary research within media, cultural and youth studies, this paper argues that formal education settings might also benefit from understanding the social practices that develop as children play computer games outside school. In particular, the paper identifies the importance of experts, talk, text-based and digital artefacts, and wider cultural and media contexts, in supporting children's learning about computer games. It concludes by proposing ways in which these elements might form a model for learning activities in school settings