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Play value of digital play spaces: Children's voices
Luleå University of Technology, Department of Health, Education and Technology, Health, Medicine and Rehabilitation. Department of Occupational Science and Occupational Therapy, University College Cork, Cork, Ireland.ORCID iD: 0000-0003-3726-6681
Luleå University of Technology, Department of Health, Education and Technology, Health, Medicine and Rehabilitation. Department of Occupational Science and Occupational Therapy, University College Cork, Cork, Ireland.ORCID iD: 0000-0002-9630-7415
Luleå University of Technology, Department of Health, Education and Technology, Health, Medicine and Rehabilitation.ORCID iD: 0000-0002-0341-6197
2024 (English)In: International Journal of Child-Computer Interaction, ISSN 2212-8689, E-ISSN 2212-8697, Vol. 40, article id 100649Article in journal (Refereed) Published
Abstract [en]

Play for plays sake emphasises the significance of how children characterise play opposed to any secondary purposes or benefits it may generate. The concept of play value draws attention to how the space in which children play proffers the experiences that children want. Increasingly, digital play experiences are emerging as spaces for play. This inquiry aims to examine the play value of digital spaces, specifically how play is afforded by the digital space from the perspective of children. Eight children aged 11 years old participated in seven focus groups, creating comic strips which were used to elicit discussions. Focus group analysis generated three themes with associated sub-themes which were collectively explained by the overarching theme of endless possibilities in play in digital spaces. This study provides a new understanding of how digital spaces affords play value from the child's perspective.

Place, publisher, year, edition, pages
Elsevier, 2024. Vol. 40, article id 100649
Keywords [en]
Perspectives, Play, Qualitative, Technology
National Category
Pedagogy
Research subject
Occupational Therapy
Identifiers
URN: urn:nbn:se:ltu:diva-104859DOI: 10.1016/j.ijcci.2024.100649Scopus ID: 2-s2.0-85188067803OAI: oai:DiVA.org:ltu-104859DiVA, id: diva2:1846869
Funder
EU, Horizon 2020, 861257
Note

Validerad;2024;Nivå 1;2024-03-25 (hanlid);

Full text license: CC BY 4.0

Available from: 2024-03-25 Created: 2024-03-25 Last updated: 2024-04-22Bibliographically approved
In thesis
1. Play Occupations in Digital Spaces: Children’s Experiences Throughout Childhood
Open this publication in new window or tab >>Play Occupations in Digital Spaces: Children’s Experiences Throughout Childhood
2024 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

Play is enshrined as a right for all children and is characterised by its autotelic and intrinsic nature.  As such, play is recognised as the primary occupation of children and best understood in terms of the multiple meanings it holds for individuals. The spaces in which children choose to play are considered to facilitate and limit opportunities and experiences for play reflecting a dynamic and complex interconnection between individuals, spaces, and occupations.    Despite the exponential growth of gaming technologies and digital devices offering children spaces for a plethora of novel, captivating and diverse play experiences, there remains a limited understanding of how these spaces afford or constrain play, especially from the perspective of the main protagonist, the child.  Exploring children’s perspectives of their play in such digital spaces can uncover the multifaceted dimensions highlighting the purposeful and meaningful nature of such occupations in children’s everyday life. Such understanding challenge current social discourses and support how such play experiences contribute to children’s wellbeing and active participation in society.   

The overall aim of this thesis was to generate a deeper understanding of children’s perceptions of their play occupations in digital spaces throughout the trajectory of childhood. This thesis was informed by four, qualitative research studies.  

Study I, a scoping review, aimed to identify and map the current literature examining children’s perspectives of play in digital spaces by exploring how the daily relevance, personal and ecological significance, and methods were approached in the research.  The review identified thirty-one articles from the past fifteen years with data extracted inspired by theories of play, ecology, and occupation.  The review highlighted a significant lack of empirical research focusing specifically on children’s autotelic play and which demonstrated a relevance to their everyday life.  Additionally, we found that methods did not consistently involve the active participation of children.  The findings from this review provided a clear rationale for the design of the subsequent three studies.

Choice making reflects a key aspect of how children experience their play, therefore, study II explored children’s experiences of their choice making in play within digital spaces.  Eight participants were recruited who were aged between 6 and 7 years old.  Using a focus group design and a plethora of data generation tools, the findings indicate that children enjoyed the flexibility and variety of choices offered by their play in digital spaces yet were constrained in their possibilities for play.  Further, findings highlight how children negotiate play experiences as a tension between choice making and their desire for mastery.  

Study III explored the play value of digital spaces, specifically how the digital space affords play from the perspective of the child.  The study was conducted using focus groups and comic strips to elicit data from eight children aged 11 years old.  Findings indicate that children value the endless opportunities for play that were not necessarily available to them in real world spaces.  Children discussed the play value associated with continually exploring new tasks, roles, and arenas, a space to be and do together, and to develop and learn. 

Study IV explored and identified how the meaning of playing video games is situated in adolescents’ everyday life.  The study utilised narrative methodologies to generate data from five participants aged 16 – 17 years.  The findings reflect how they engage in processes negotiating and balancing between occupations in both the physical and digital space with play integrated across their everyday lives. 

These studies reveal the richness and depth of perspectives children hold with regard their play in digital spaces and uncovers a unique and diverse number of characteristics that contributes to our understanding of the meaning children hold of this key occupation of childhood. This thesis articulates how children consider the primacy of play in their everyday lives in their negotiations between play in physical and digital spaces and how the, often overlooked, social dimensions of such play experiences throughout the course of childhood serves to enhance their connections with others and promote a sense of belonging. Additionally, the perception of competence in their play fostered their sense of self whilst embodying other roles and identities reflect a progression towards a future self.  

This enhanced understanding of the play occupations in digital spaces can be used to promote, offer, and design play occupations that reflect the experiences of children themselves thus recognising how and where play in digital spaces is integrated in relation to everyday life.  To further explore play occupations in digital spaces, it may be fruitful for future research to be designed with children in mind to further enhance understanding.  

Place, publisher, year, edition, pages
Luleå: Luleå University of Technology, 2024
Series
Doctoral thesis / Luleå University of Technology 1 jan 1997 → …, ISSN 1402-1544
Keywords
children, digital space, occupation, perspectives, play, qualitative, young people
National Category
Occupational Therapy
Research subject
Occupational Therapy
Identifiers
urn:nbn:se:ltu:diva-105189 (URN)978-91-8048-550-0 (ISBN)978-91-8048-551-7 (ISBN)
Public defence
2024-06-14, A110, Luleå University of Technology, Luleå, 09:30 (English)
Opponent
Supervisors
Funder
EU, Horizon 2020, 861257
Available from: 2024-04-22 Created: 2024-04-22 Last updated: 2024-06-13Bibliographically approved

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Loudoun, Fiona M.Boyle, BryanLarsson-Lund, Maria

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