2021
Meriläinen, Mikko
Crooked Views and Relaxed Rules: How Teenage Boys Experience Parents' Handling of Digital Gaming Journal Article
In: Media and Communication, vol. 9, iss. 1, pp. 62-72, 2021, ISSN: 2183-2439.
Abstract | Links | Tags: Digital gaming, Game literacy, Gaming literacy, Media education, Parental mediation, Parenting
@article{Meriläinen2021,
title = {Crooked Views and Relaxed Rules: How Teenage Boys Experience Parents' Handling of Digital Gaming},
author = {Mikko Meriläinen},
url = {https://urn.fi/URN:NBN:fi:tuni-202104213249},
doi = {doi:10.17645/mac.v9i1.3193},
issn = {2183-2439},
year = {2021},
date = {2021-01-06},
journal = {Media and Communication},
volume = {9},
issue = {1},
pages = {62-72},
abstract = {Digital gaming is a major part of the current media landscape. Parents employ a variety of practices, such as limiting gaming time and discussing games, when addressing their childrens’ gaming. Yet, there is still a notable gaming-related generational gap between adolescents and their parents. In this qualitative study, gaming-related parenting practices and parents’ and teenagers’ views are examined through a thematic analysis of reports from Finnish, 16–19-year-old, active game players. The results suggest a core tension between elements of protection and understanding. Perceived parental attitudes towards gaming ranged from excessively negative to indifferent to very positive. These attitudes were not static, but instead changed according to life situations and parents’ familiarity with gaming. Young game players’ perceptions and views were also not uniform. Respondents indicated the need for both parental understanding of games and gaming, and parents’ responsibilities in limiting gaming, particularly in the case of younger children. Implications for parenting and future research are discussed.},
keywords = {Digital gaming, Game literacy, Gaming literacy, Media education, Parental mediation, Parenting},
pubstate = {published},
tppubtype = {article}
}
Digital gaming is a major part of the current media landscape. Parents employ a variety of practices, such as limiting gaming time and discussing games, when addressing their childrens’ gaming. Yet, there is still a notable gaming-related generational gap between adolescents and their parents. In this qualitative study, gaming-related parenting practices and parents’ and teenagers’ views are examined through a thematic analysis of reports from Finnish, 16–19-year-old, active game players. The results suggest a core tension between elements of protection and understanding. Perceived parental attitudes towards gaming ranged from excessively negative to indifferent to very positive. These attitudes were not static, but instead changed according to life situations and parents’ familiarity with gaming. Young game players’ perceptions and views were also not uniform. Respondents indicated the need for both parental understanding of games and gaming, and parents’ responsibilities in limiting gaming, particularly in the case of younger children. Implications for parenting and future research are discussed.
2020
Meriläinen, Mikko
Kohti pelisivistystä: Nuorten digitaalinen pelaaminen ja pelihaitat kotien kasvatuskysymyksenä PhD Thesis
2020, ISSN: 2489–2297.
Abstract | Links | Tags: Adverse gaming consequences, Bildung, Digitaalinen pelaaminen, Digital gaming, Game education, Game literacy, Media education, Mediakasvatus, Nuoret, Pelihaitat, Pelikasvatus, Pelisivistys, Youth
@phdthesis{Meriläinen2020c,
title = {Kohti pelisivistystä: Nuorten digitaalinen pelaaminen ja pelihaitat kotien kasvatuskysymyksenä},
author = {Mikko Meriläinen},
url = {http://urn.fi/URN:ISBN:978-951-51-5791-1},
issn = {2489–2297},
year = {2020},
date = {2020-01-25},
urldate = {2020-01-25},
publisher = {Helsingin yliopisto},
abstract = {Digital gaming has become an important pastime and phenomenon especially among adolescents and young adults, and the growth of the phenomenon has brought with it new challenges for parenting. The study looks at the requirements that Finnish youth’s (aged 13–30) gaming motives, experiences of adverse effects, and gaming-related parenting place on game education. The concept of pelisivistys (being gaming literate) is presented and serves as a lens through which key issues in game education are examined.
The three substudies of the study explored young people’s experiences of their gaming: why they spent time gaming, what adverse consequences they had encountered and how they viewed gaming-related parenting. The results revealed a broad range of different game players, gaming experiences, and ways of gaming. While games provided important experiences of autonomy, relatedness, and competence, they also helped kill time and alleviate boredom.
Respondents who spent the most time gaming reported more adverse consequences than other respondents, but the connection between time spent gaming and adverse consequences was not linear. Time spent gaming was not a reliable predictor of adverse consequences, as gaming motives and experiences of excessive gaming were related to experiencing gaming-related harm. Young game players were aware of risks related to gaming and sought to prevent them. Based on the results, gaming does not appear to pose a significant threat to the well-being of Finnish youth on a population level, but on an individual level the effects can be considerable, especially if gaming ties in with existing problems.
Experiences of gaming-related parenting varied. Parents’ attitudes towards gaming ranged from very negative to highly positive, which was reflected in parenting practices. The need for parents to both understand gaming and prevent harm was prominent in respondents’ views on gaming-related parenting.
The results of the study are examined in the light of previous research and public discourse. Based on the results, suggestions are presented for game education that acknowledges the diversity of both young game players and gaming and promotes youth agency.
Digitaalinen pelaaminen on noussut merkittäväksi harrastukseksi ja ilmiöksi etenkin nuorten ja nuorten aikuisten parissa, ja tuonut mukanaan uudenlaisia kasvatuksellisia haasteita. Tutkimuksessa tarkastellaan, millaisia vaatimuksia suomalaisten nuorten (13–30-vuotiaat) pelaamismotiivit, kokemukset pelihaitoista ja pelaamiseen liittyvästä kasvatuksesta asettavat kotien pelikasvatukselle. Tutkimuksessa esitellään pelisivistyksen käsite ja tarkastellaan sen näkökulmasta pelikasvatuksen keskeisiä kysymyksiä.
Tutkimuksen kolmessa osatutkimuksessa tarkasteltiin pelaavien nuorten kokemuksia pelaamisestaan: miksi nuoret pelasivat, mitä haittoja nuoret olivat pelaamisen yhteydessä kokeneet ja miten nuoret olivat kokeneet pelaamisen käsittelyn kotikasvatuksessa. Tulokset paljastivat laajan kirjon erilaisia pelaajia, pelikokemuksia ja pelaamisen tapoja. Peleistä saatiin tärkeitä omaehtoisuuden, yhteenkuuluvuuden ja osaamisen kokemuksia, mutta ne olivat myös ajantappamista tylsinä hetkinä.
Runsaasti pelaavilla nuorilla esiintyi muita nuoria enemmän pelihaittoja. Pelaamisen määrä ei kuitenkaan ollut luotettava haitallisuuden mittari, vaan pelaamisen motiivit ja vastaajien omat kokemukset liikaa pelaamisesta olivat yhteydessä haittojen esiintymiseen. Nuoret olivat tietoisia pelaamiseen liittyvistä riskeistä ja pyrkivät ehkäisemään niitä. Tulosten perusteella pelaaminen ei vaikuta olevan suomalaisille nuorille merkittävä riski ikäluokkatasolla, mutta yksilötasolla vaikutukset voivat olla hyvinkin suuria, etenkin mikäli pelaaminen kytkeytyy muihin ongelmiin.
Nuorten kertomuksissa vanhempien asenteet pelaamista kohtaan vaihtelivat hyvin kielteisistä voimakkaan myönteisiin, mikä näkyi myös kasvatusvalinnoissa. Nuorten pelikasvatusnäkemyksissä korostuivat sekä pelaamisen ymmärtämisen ja myönteisen käsittelyn että haittojen ehkäisyn näkökulmat.
Tuloksia peilataan nuorten pelaamisen aiempaan tutkimukseen ja julkiseen keskusteluun. Tulosten perusteella annetaan suosituksia pelisivistykselliseen pelikasvatukseen, jossa huomioidaan sekä nuorten pelaajien että pelaamisen monimuotoisuus ja korostetaan nuorten toimijuutta.},
keywords = {Adverse gaming consequences, Bildung, Digitaalinen pelaaminen, Digital gaming, Game education, Game literacy, Media education, Mediakasvatus, Nuoret, Pelihaitat, Pelikasvatus, Pelisivistys, Youth},
pubstate = {published},
tppubtype = {phdthesis}
}
Digital gaming has become an important pastime and phenomenon especially among adolescents and young adults, and the growth of the phenomenon has brought with it new challenges for parenting. The study looks at the requirements that Finnish youth’s (aged 13–30) gaming motives, experiences of adverse effects, and gaming-related parenting place on game education. The concept of pelisivistys (being gaming literate) is presented and serves as a lens through which key issues in game education are examined.
The three substudies of the study explored young people’s experiences of their gaming: why they spent time gaming, what adverse consequences they had encountered and how they viewed gaming-related parenting. The results revealed a broad range of different game players, gaming experiences, and ways of gaming. While games provided important experiences of autonomy, relatedness, and competence, they also helped kill time and alleviate boredom.
Respondents who spent the most time gaming reported more adverse consequences than other respondents, but the connection between time spent gaming and adverse consequences was not linear. Time spent gaming was not a reliable predictor of adverse consequences, as gaming motives and experiences of excessive gaming were related to experiencing gaming-related harm. Young game players were aware of risks related to gaming and sought to prevent them. Based on the results, gaming does not appear to pose a significant threat to the well-being of Finnish youth on a population level, but on an individual level the effects can be considerable, especially if gaming ties in with existing problems.
Experiences of gaming-related parenting varied. Parents’ attitudes towards gaming ranged from very negative to highly positive, which was reflected in parenting practices. The need for parents to both understand gaming and prevent harm was prominent in respondents’ views on gaming-related parenting.
The results of the study are examined in the light of previous research and public discourse. Based on the results, suggestions are presented for game education that acknowledges the diversity of both young game players and gaming and promotes youth agency.
Digitaalinen pelaaminen on noussut merkittäväksi harrastukseksi ja ilmiöksi etenkin nuorten ja nuorten aikuisten parissa, ja tuonut mukanaan uudenlaisia kasvatuksellisia haasteita. Tutkimuksessa tarkastellaan, millaisia vaatimuksia suomalaisten nuorten (13–30-vuotiaat) pelaamismotiivit, kokemukset pelihaitoista ja pelaamiseen liittyvästä kasvatuksesta asettavat kotien pelikasvatukselle. Tutkimuksessa esitellään pelisivistyksen käsite ja tarkastellaan sen näkökulmasta pelikasvatuksen keskeisiä kysymyksiä.
Tutkimuksen kolmessa osatutkimuksessa tarkasteltiin pelaavien nuorten kokemuksia pelaamisestaan: miksi nuoret pelasivat, mitä haittoja nuoret olivat pelaamisen yhteydessä kokeneet ja miten nuoret olivat kokeneet pelaamisen käsittelyn kotikasvatuksessa. Tulokset paljastivat laajan kirjon erilaisia pelaajia, pelikokemuksia ja pelaamisen tapoja. Peleistä saatiin tärkeitä omaehtoisuuden, yhteenkuuluvuuden ja osaamisen kokemuksia, mutta ne olivat myös ajantappamista tylsinä hetkinä.
Runsaasti pelaavilla nuorilla esiintyi muita nuoria enemmän pelihaittoja. Pelaamisen määrä ei kuitenkaan ollut luotettava haitallisuuden mittari, vaan pelaamisen motiivit ja vastaajien omat kokemukset liikaa pelaamisesta olivat yhteydessä haittojen esiintymiseen. Nuoret olivat tietoisia pelaamiseen liittyvistä riskeistä ja pyrkivät ehkäisemään niitä. Tulosten perusteella pelaaminen ei vaikuta olevan suomalaisille nuorille merkittävä riski ikäluokkatasolla, mutta yksilötasolla vaikutukset voivat olla hyvinkin suuria, etenkin mikäli pelaaminen kytkeytyy muihin ongelmiin.
Nuorten kertomuksissa vanhempien asenteet pelaamista kohtaan vaihtelivat hyvin kielteisistä voimakkaan myönteisiin, mikä näkyi myös kasvatusvalinnoissa. Nuorten pelikasvatusnäkemyksissä korostuivat sekä pelaamisen ymmärtämisen ja myönteisen käsittelyn että haittojen ehkäisyn näkökulmat.
Tuloksia peilataan nuorten pelaamisen aiempaan tutkimukseen ja julkiseen keskusteluun. Tulosten perusteella annetaan suosituksia pelisivistykselliseen pelikasvatukseen, jossa huomioidaan sekä nuorten pelaajien että pelaamisen monimuotoisuus ja korostetaan nuorten toimijuutta.
The three substudies of the study explored young people’s experiences of their gaming: why they spent time gaming, what adverse consequences they had encountered and how they viewed gaming-related parenting. The results revealed a broad range of different game players, gaming experiences, and ways of gaming. While games provided important experiences of autonomy, relatedness, and competence, they also helped kill time and alleviate boredom.
Respondents who spent the most time gaming reported more adverse consequences than other respondents, but the connection between time spent gaming and adverse consequences was not linear. Time spent gaming was not a reliable predictor of adverse consequences, as gaming motives and experiences of excessive gaming were related to experiencing gaming-related harm. Young game players were aware of risks related to gaming and sought to prevent them. Based on the results, gaming does not appear to pose a significant threat to the well-being of Finnish youth on a population level, but on an individual level the effects can be considerable, especially if gaming ties in with existing problems.
Experiences of gaming-related parenting varied. Parents’ attitudes towards gaming ranged from very negative to highly positive, which was reflected in parenting practices. The need for parents to both understand gaming and prevent harm was prominent in respondents’ views on gaming-related parenting.
The results of the study are examined in the light of previous research and public discourse. Based on the results, suggestions are presented for game education that acknowledges the diversity of both young game players and gaming and promotes youth agency.
Digitaalinen pelaaminen on noussut merkittäväksi harrastukseksi ja ilmiöksi etenkin nuorten ja nuorten aikuisten parissa, ja tuonut mukanaan uudenlaisia kasvatuksellisia haasteita. Tutkimuksessa tarkastellaan, millaisia vaatimuksia suomalaisten nuorten (13–30-vuotiaat) pelaamismotiivit, kokemukset pelihaitoista ja pelaamiseen liittyvästä kasvatuksesta asettavat kotien pelikasvatukselle. Tutkimuksessa esitellään pelisivistyksen käsite ja tarkastellaan sen näkökulmasta pelikasvatuksen keskeisiä kysymyksiä.
Tutkimuksen kolmessa osatutkimuksessa tarkasteltiin pelaavien nuorten kokemuksia pelaamisestaan: miksi nuoret pelasivat, mitä haittoja nuoret olivat pelaamisen yhteydessä kokeneet ja miten nuoret olivat kokeneet pelaamisen käsittelyn kotikasvatuksessa. Tulokset paljastivat laajan kirjon erilaisia pelaajia, pelikokemuksia ja pelaamisen tapoja. Peleistä saatiin tärkeitä omaehtoisuuden, yhteenkuuluvuuden ja osaamisen kokemuksia, mutta ne olivat myös ajantappamista tylsinä hetkinä.
Runsaasti pelaavilla nuorilla esiintyi muita nuoria enemmän pelihaittoja. Pelaamisen määrä ei kuitenkaan ollut luotettava haitallisuuden mittari, vaan pelaamisen motiivit ja vastaajien omat kokemukset liikaa pelaamisesta olivat yhteydessä haittojen esiintymiseen. Nuoret olivat tietoisia pelaamiseen liittyvistä riskeistä ja pyrkivät ehkäisemään niitä. Tulosten perusteella pelaaminen ei vaikuta olevan suomalaisille nuorille merkittävä riski ikäluokkatasolla, mutta yksilötasolla vaikutukset voivat olla hyvinkin suuria, etenkin mikäli pelaaminen kytkeytyy muihin ongelmiin.
Nuorten kertomuksissa vanhempien asenteet pelaamista kohtaan vaihtelivat hyvin kielteisistä voimakkaan myönteisiin, mikä näkyi myös kasvatusvalinnoissa. Nuorten pelikasvatusnäkemyksissä korostuivat sekä pelaamisen ymmärtämisen ja myönteisen käsittelyn että haittojen ehkäisyn näkökulmat.
Tuloksia peilataan nuorten pelaamisen aiempaan tutkimukseen ja julkiseen keskusteluun. Tulosten perusteella annetaan suosituksia pelisivistykselliseen pelikasvatukseen, jossa huomioidaan sekä nuorten pelaajien että pelaamisen monimuotoisuus ja korostetaan nuorten toimijuutta.
2019
Mertala, Pekka; Meriläinen, Mikko
The Best Game in the World: Exploring Young Children's Digital Game-Related Meaning-Making via Design Activity Journal Article
In: Global Studies of Childhood, vol. 9, iss. 4, pp. 275-289, 2019, ISBN: 2043-6106.
Abstract | Links | Tags: Children, Digital games, Early childhood, Media education
@article{Mertala2019,
title = {The Best Game in the World: Exploring Young Children's Digital Game-Related Meaning-Making via Design Activity},
author = {Pekka Mertala and Mikko Meriläinen},
doi = {10.1177/2043610619867701},
isbn = {2043-6106},
year = {2019},
date = {2019-08-04},
journal = {Global Studies of Childhood},
volume = {9},
issue = {4},
pages = {275-289},
abstract = {Although digital games have become a constituent part of young children’s lives, not enough is known about the kinds of meanings children give to games and gaming. This qualitative study contributes to resolving this need by engaging 26 5- to 7-year-old Finnish preschoolers in an open-ended drawing task to answer the following research questions: What aspects of digital games appear meaningful for young children when they act as game designers? Why are these aspects meaningful for young children? The findings suggest that children are not mere passive consumers of digital games but are agentic meaning-makers who are capable of critically evaluating digital games when a safe and supportive space and the appropriate medium are provided. The children refined, modified, and personalized existing influential games by replacing the leading male character with a female one or by having a player operate as the antagonist instead of the hero. The findings suggest that there are vast unexplored dimensions for scholars to engage with in young children’s gaming cultures, children’s perceptions of game content, early game literacy, as well as children’s meaning-making in games. Implications for pedagogy of early childhood education are discussed.},
keywords = {Children, Digital games, Early childhood, Media education},
pubstate = {published},
tppubtype = {article}
}
Although digital games have become a constituent part of young children’s lives, not enough is known about the kinds of meanings children give to games and gaming. This qualitative study contributes to resolving this need by engaging 26 5- to 7-year-old Finnish preschoolers in an open-ended drawing task to answer the following research questions: What aspects of digital games appear meaningful for young children when they act as game designers? Why are these aspects meaningful for young children? The findings suggest that children are not mere passive consumers of digital games but are agentic meaning-makers who are capable of critically evaluating digital games when a safe and supportive space and the appropriate medium are provided. The children refined, modified, and personalized existing influential games by replacing the leading male character with a female one or by having a player operate as the antagonist instead of the hero. The findings suggest that there are vast unexplored dimensions for scholars to engage with in young children’s gaming cultures, children’s perceptions of game content, early game literacy, as well as children’s meaning-making in games. Implications for pedagogy of early childhood education are discussed.
2018
Ihamäki, Pirita; Heljakka, Katriina
Smart, Skilled and Connected in the 21st Century: Educational Promises of the Internet of Toys (IoToys) Proceedings Article
In: Proceedings of the Hawaii International Conference on Arts & Humanities 2018, 2018.
Abstract | Links | Tags: Internet of toys, Media education, Toy-based learning, Toyification, Toyification of education
@inproceedings{Ihamäki2018c,
title = {Smart, Skilled and Connected in the 21st Century: Educational Promises of the Internet of Toys (IoToys)},
author = {Pirita Ihamäki and Katriina Heljakka},
url = {https://huichawaii.org/wp-content/uploads/2018/01/Ihamaki-Pirita-2018-AHSE-HUIC.pdf},
year = {2018},
date = {2018-01-06},
urldate = {2018-01-06},
booktitle = {Proceedings of the Hawaii International Conference on Arts & Humanities 2018},
abstract = {This study explores the relation between preschool children and smart, connected toys, which show educational promises regarding the Internet of Toys (IoToys). Smart environments, such as educational environments, when combined with networked wireless toys interacting with each other, computers, mobile phones, smart objects, and online communities, offer opportunities for unique entertainment and learning experiences (Collins et al., 2010).
When considering the IoToys, learning is expected to happen in play through physical and digital manipulation of the toys’ affordances. Our study employs four IoToys: Hatchimals, CogniToys Dino, Fisher-Price’s Smart Toy Bear, and Wonder Workshop’s Dash Robot. The purpose of the paper is to investigate what kind of play patterns may be detected in the connected toys included in our case study. One of the main goals is to explore which educational needs these toys cater to by investigating their educational promises through three perspectives: an analysis of the toy makers’ ideas on the affordances and educational value of the toys; a survey concerning parental views on the educational potential of digitally-enhanced toys; and finally, group interviews and play tests regarding preschool- aged children’s own responses about possible learning experiences related to the toys.},
keywords = {Internet of toys, Media education, Toy-based learning, Toyification, Toyification of education},
pubstate = {published},
tppubtype = {inproceedings}
}
This study explores the relation between preschool children and smart, connected toys, which show educational promises regarding the Internet of Toys (IoToys). Smart environments, such as educational environments, when combined with networked wireless toys interacting with each other, computers, mobile phones, smart objects, and online communities, offer opportunities for unique entertainment and learning experiences (Collins et al., 2010).
When considering the IoToys, learning is expected to happen in play through physical and digital manipulation of the toys’ affordances. Our study employs four IoToys: Hatchimals, CogniToys Dino, Fisher-Price’s Smart Toy Bear, and Wonder Workshop’s Dash Robot. The purpose of the paper is to investigate what kind of play patterns may be detected in the connected toys included in our case study. One of the main goals is to explore which educational needs these toys cater to by investigating their educational promises through three perspectives: an analysis of the toy makers’ ideas on the affordances and educational value of the toys; a survey concerning parental views on the educational potential of digitally-enhanced toys; and finally, group interviews and play tests regarding preschool- aged children’s own responses about possible learning experiences related to the toys.
When considering the IoToys, learning is expected to happen in play through physical and digital manipulation of the toys’ affordances. Our study employs four IoToys: Hatchimals, CogniToys Dino, Fisher-Price’s Smart Toy Bear, and Wonder Workshop’s Dash Robot. The purpose of the paper is to investigate what kind of play patterns may be detected in the connected toys included in our case study. One of the main goals is to explore which educational needs these toys cater to by investigating their educational promises through three perspectives: an analysis of the toy makers’ ideas on the affordances and educational value of the toys; a survey concerning parental views on the educational potential of digitally-enhanced toys; and finally, group interviews and play tests regarding preschool- aged children’s own responses about possible learning experiences related to the toys.