Digital propensity: Investigating video game and information and communication technology practices

What is it about?

This study (N = 580) investigated the gaming propensity of postsecondary students. Specifically examining age, gender, and socioeconomic status as factors that might explain why students play games. This investigation is intended to promote a healthier understanding of the gaming tendencies of students while at the same time look at their overall preference towards information and communication technology (ICT).

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Why is it important?

There is a growing interest among educators to use video games in the classroom as part of the curriculum to meet the educational needs of today’s students. This may be justified, in part, by claims in recent years about today’s technology-savvy students and their adept use of ICT. However, such claims have not been accepted without scrutiny, as the relationship between games and learning has been tempestuous. While it is understood that educators do not see video games as a practical tool for learning merely due to their popularity, at the same time, the broadly painted and common-sense notion of the digital native has been permeating into the public, political, and academic landscape. Altogether, warranting a deeper understanding of learners’ digital habits.

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