Steinkuehler on Massively Multiplayer Online Gaming in American Youth Culture

The new third place: Massively multiplayer online gaming in American youth culture (PDF, Via c.a. steinkuehler – MMOG research.) There was a lot of material in this article that I had already noted in other Steinkuehler articles, but regardless I was able to identify a few more quotable excerpts. Yet again, these quotes are categorized based on the section of my own paper they might appear in. They appear with minimal annotation, and they appear sans any formating – I’ve dragged and dropped from my outliner.


– [ ] “as an educational researcher, I am keenly interested in the
intellectual substance of such virtual worlds: What do people
learn though participation in such spaces? And how is it that
this learning happens?” (Steinkuehler, 2005, p. 20)

Motivation and Engagement

– [ ] “Students who are disengaged and failing basic coursework in
school spend substantial time outside of class playing, sharing,
discussing, and mastering the latest video game” (Steinkuehler,
2005, p. 30)

Socially Negotiated

– [ ] MMOGs “operate as sites for socialization, enculturation, and
learning.” (Steinkuehler, 2005, p. 30)


– [ ] “My sincere hope is that education does not make [an] error of
underestimation when it comes to the capacity of such spaces to
profoundly shape the cognition and culture of the net-generation
of kids.” (Steinkuehler, 2005, p. 29)
– [ ] “Videogames such as MMOGs are sites for socially and materially
distributed cognition, complex problem solving, identity work,
individual and collaborative learning across multiple multimedia,
multimodality ‘attentional spaces’ (Lemke, n.d.), and rich
meaning-making and, as such, outght to be part of the educational
research agenda.” (Steinkuehler, 2005, p. 30)


Steinkuehler, C. A. (2005). The new third place: Massively multiplayer online gaming in American youth culture. Tidskrift Journal of Research in Teacher Education, 3, 17-32.