Traditional K-12 public school culture seems to be alienating and distancing for many boys today (Martin 2002). Carr-Chellman proposes that this crisis is due to the rejection of boy culture (2011). Gaining acceptance of games in traditional classrooms has the powerful potential to change the culture of schools to one that is more welcoming to boys’ ways of being, but most teachers find games without sufficient curricular merit to spend the necessary time learning and utilizing games effectively. This study sought to understand the potential interaction between commercial-off-the-shelf (COTS) video games and the Common Core State Standards (CCSS) as reported by boy gamers. In this study, data was gathered through phenomenologically based semi-structured interviews with boys, aged 10-17. Our results indicate specific connections between COTS and the CCSS, further supporting such theoretical works from Prensky (2006) and Gee (2003).
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