Date of Defense
24-11-2025 2:00 PM
Location
H1-0051
Document Type
Dissertation Defense
Degree Name
Doctor of Philosophy in Language and Literacy Education
College
CEDU
Department
Educational Leadership
First Advisor
Negmeldin Omer Alsheikh
Keywords
Arab college students, Multiliteracies, multimodal literacy, Actor-Network Theory, Videogames, Dimensions of Meaning, Meaning Making, reality solace, emotional escape.
Abstract
This study aims to explore the engagement of Arab college students as an assemblage of actors and actants within video games, focusing on their dynamic interactions within social networks. It seeks to examine the fluid nature of social structures by questioning conventional distinctions between societal and multimodal literacy elements, such as video games, and their contributions to multiliteracies through the study of unique digital communities and affinity spaces within video gaming communities. The study highlights Arab college students' perceptions of meaning-making processes and negotiation strategies in video games, including social interactions within these virtual communities, challenges encountered during gameplay, and the integration of video games into broader literacy events and practices. The research employed a phenomenological and narrative approach to analyze the lived experiences of Arab college students (n=14) and their engagement in social and physical networking. Reflective narratives enabled participants to express their individual perspectives, while semi-structured interviews provided a more in-depth exploration of their experiences and the meanings they attached to them. This dual method provided space for both personal reflection and dialogic exchange, resulting in a more nuanced understanding of how students positioned themselves in gaming contexts. The findings revealed a holistic perspective on how Arab college students fortify their engagement with video games, creating a system that emerges, evolves, and sometimes wavers, emphasizing the interconnectedness of multiliteracies and recursive meaning making. Students reported not only entertainment but also opportunities for language practice, collaboration, and exploration of their identity. Challenges such as balancing study commitments, cultural expectations, and online stereotypes were also acknowledged; yet, participants demonstrated resilience by adapting their own practices. The results suggest that video games operate as dynamic literacy spaces that extend beyond recreation, enabling Arab students to negotiate meaning and foster learning across digital and physical domains.
Included in
EXPLORING THE RECURSIVE MEANING-MAKING AND MULTILITERACY ACTIVITIES OF ARAB COLLEGE STUDENTS THROUGH ENGAGEMENT WITH VIDEO GAMES: A PHENOMENOLOGICAL STUDY
H1-0051
This study aims to explore the engagement of Arab college students as an assemblage of actors and actants within video games, focusing on their dynamic interactions within social networks. It seeks to examine the fluid nature of social structures by questioning conventional distinctions between societal and multimodal literacy elements, such as video games, and their contributions to multiliteracies through the study of unique digital communities and affinity spaces within video gaming communities. The study highlights Arab college students' perceptions of meaning-making processes and negotiation strategies in video games, including social interactions within these virtual communities, challenges encountered during gameplay, and the integration of video games into broader literacy events and practices. The research employed a phenomenological and narrative approach to analyze the lived experiences of Arab college students (n=14) and their engagement in social and physical networking. Reflective narratives enabled participants to express their individual perspectives, while semi-structured interviews provided a more in-depth exploration of their experiences and the meanings they attached to them. This dual method provided space for both personal reflection and dialogic exchange, resulting in a more nuanced understanding of how students positioned themselves in gaming contexts. The findings revealed a holistic perspective on how Arab college students fortify their engagement with video games, creating a system that emerges, evolves, and sometimes wavers, emphasizing the interconnectedness of multiliteracies and recursive meaning making. Students reported not only entertainment but also opportunities for language practice, collaboration, and exploration of their identity. Challenges such as balancing study commitments, cultural expectations, and online stereotypes were also acknowledged; yet, participants demonstrated resilience by adapting their own practices. The results suggest that video games operate as dynamic literacy spaces that extend beyond recreation, enabling Arab students to negotiate meaning and foster learning across digital and physical domains.