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Article
Negotiating Students' Conceptions of 'Cheating' in Video Games and in School
International Journal of Gaming and Computer-Mediated Simulations
  • Karla R. Hamlen, Cleveland State University
  • Holly E. Gage, Cleveland State University
Document Type
Article
Publication Date
1-1-2011
Abstract
Technology use, and video game play in particular, occupies a large amount of time in a typical teenager’s life. Methods of learning and playing video games differ from that of traditional learning settings in that it is common to collaborate and use alternative methods known as “cheats” in the gaming world, strategies that might be considered unethical in the traditional classroom setting. This study took a phenomenological approach to developing an understanding of student views of cheating in these two different settings, and investigating their motivations for engaging in cheating behaviors. Researchers explore the narratives of three teenage males as they described their experiences in gaming and in school, and their views of ethics, honesty, and acceptable forms of information gathering in the two contexts. Analyses reveal three themes relating to students’ conceptions of cheating. Implications are discussed, particularly as they relate to setting and maintaining ethical standards in the school setting.
DOI
10.4018/jgcms.2011040103
Citation Information
Hamlen, K. R., & Gage, H. E. (2011). Negotiating students' conceptions of 'cheating' in video games and in school. International Journal of Gaming and Computer-Mediated Simulations, 3(1), 44-56. doi:10.4018/jgcms.2011040103