| The purpose of this qualitative study was to explore the learning experiences of adolescents as they played recreational video games, with the intent of understanding how they came to believe in their ability to learn in informal learning situations. This research used hermeneutic methodology to gain insight into the ways eight adolescents (three female and five male) experience cognitive self-efficacy, belief in one's ability to learn, while playing a single-player video game. Using informal conversational techniques, I talked with teen gamers between the ages of 12 and 18 years before, during, and after their playing of a recreational video game of their choice on a console of their choice. Data sources were audio and video recorded in-depth, open-ended conversations, field notes, and reflective notes. Strategies used for generating rich discussions included conversation starters, Talk Alouds, Think Alouds, Think Afters, and sideshadowing. Textual analysis, using narrative (Polkinghorne, 1995) and discourse analysis procedures, was used to interpret the data.;These adolescents viewed video gaming as just one of their extracurricular activities. They perceived their learning as evolutionary, constructive, embedded in context, and most satisfying when self-solved. In learning the game, the participants used multiple thought processes as their thinking transitioned from random to pattern thinking. This study provides a comprehensive, rich, and deep understanding of video gaming and cognitive self-efficacy, suggests implications for learning in schools and for the effective integration of technology, and recommends methodology for further interpretive study of digital gameplay and children.;The participants selected the videogames for this study. Their choices were effective mediational tools for learning, and provided ongoing opportunities for learners to develop cognitive self-efficacy through the four sources of cognitive self-efficacy; practice or mastery experiences; vicarious experiences, or observing others' attempts; social persuasion, or encouragements from others; and physiological and affective states, the ability to control negative emotions. Learners also experienced significant interactions, challenging learning situations, diverse activities, just-in-time learning supports, and opportunities to learn from different perspectives. Indicators of cognitive self-efficacy that emerged from the data included personal agency, pride, perceived capability, tenacity, and self-regulated learning. The participants were confident learners and took pride in learning on their own. They overcame uncertainty by persevering despite failures, and seemed to trust themselves, the context, and the video games to support their learning. |
