Or, are they limiting, distracting from more useful literacy learning and healthy pursuits? What are the literacy skills being learned through videogame play and how are they being used in relation to school literacies?
If indeed boys are learning important literacy skills through videogame play, which is recognized as powerful immersive experience, are they also learning other aspects of the world? There is evidence to suggest that videogames are teaching many important literacy skills (Gee, 2003), but are they also addressing socio-critical literacies? Are videogame players critiquing and challenging the often highly patriarchal, sexist, and racist world that is presented in the videogame, or are they absorbing a world view that emphasizes hegemonic, Eurocentric patriarchal values of competition, rationality, hierarchy based on power, views that support racist and exist notions of the world? What world views, then, are being learned by extensive videogame play and how is this learning affecting the players’ success in literacy and their interaction in the world of family, school, and community? How can these issues be addressed in informal and formal learning situations with gamers as they play and create videogames?

The aims of this research are to examine the following questions:
1. What are the literacy skills being learned by boys through videogame play and how do these literacy skills relate to school literacies?
2. What worldview(s) is being learned by extensive videogame play and how is this affecting boys’ understanding of and interaction in the world of family, school, and community?
3. How can these issues be addressed in informal and formal/school learning situations with adolescent boys as they play and create videogames?