Izvorni znanstveni članak
https://doi.org/10.7906/indecs.23.4.4
Pedagogical Implications of Parent-Child Co-Playing Video Games
Snježana Mališa
; Croatian Catholic University, Zagreb, Croatia
Bruno Matijašević
; Croatian Catholic University, Zagreb, Croatia
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* Dopisni autor.
Sažetak
This mixed-method study explores the pedagogical potential of joint video game playing between parents and children as a form of family leisure time. While previous research has largely focused on the risks associated with excessive gaming, this study shifts the lens to its formative, relational, and preventive aspects. The research was conducted in two phases. In the first, a quantitative survey (N = 178) identified families in which joint gaming was frequent. In the second, 12 parent-child dyads (N = 24) were selected for qualitative semi-structured interviews. Thematic analysis of the interview data revealed five key themes: motivation for joint play, emotional experiences, types and styles of games, perceived impact on the parent-child relationship, and boundaries and rules. Children primarily engaged in gaming for fun and enjoyment, while parents viewed it as a means of connecting with their child’s interests and fostering a stronger relationship. Cooperative and competitive games emerged as the most pedagogically valuable, offering opportunities for emotional insight, communication, and behavioural regulation. Moreover, the act of setting boundaries around gaming time proved to be an important site of educational influence. The study is grounded in Vygotsky’s Zone of Proximal Development, highlighting how parental involvement in digital leisure spaces can support child development. These findings contribute to media and leisure pedagogy by identifying joint video gaming as a meaningful and structured family activity with long-term educational and relational benefits.
Ključne riječi
media pedagogy; family time; leisure time; gaming; leisure pedagogy
Hrčak ID:
334800
URI
Datum izdavanja:
30.8.2025.
Posjeta: 1.080 *