Each cultural milieu is connected to the dominant technologies of its time, and video games today present narratives that allow for meaningful dialogues between the younger generations and the themes or content they find interesting.

Video games have evolved from a mere object of consumption to a cultural artifact of our time. Our findings suggest the presence of inherent tradeoffs between various potential goals and time horizons for children’s learning and raise actionable considerations for both future research and practice in collaborative learning spaces. In doing so, we apply additional lenses of problem-solving, debugging, play-based learning, and intergenerational learning to develop a more comprehensive understanding of endogenous, dyadic problem solving. We apply a situated method of interaction analysis to perform a detailed, micro-longitudinal decomposition of two extended problem-solving arcs, identifying the specific contributions of parents and children. In two exploratory case studies, we expand on the study of autonomy support by examining dyadic problem solving in naturalistic, outdoor family play.

Scholars of autonomy support study these dyadic problem-solving processes in defined tasks, and describe specific types of parental support that have implications for children’s future competence as independent learners. Moments where children encounter problems in their chosen activities represent potentially generative sites for learning, particularly when supportive adults are present to scaffold the learning process.

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