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a single-user medium (single, limited-size monitor, single mouse and keyboard). The gaps manifested in different acquaintance levels with the medium
(children, unlike mothers, were proficient in computer games) and perceptions regarding computer games (negative and alienated among mothers, pos‑
itive among children). The second phase included a preliminary, automatic solution whereby mothers allowed their children to assume the player’s role
while casting themselves as spectators. The third phase consisted of mother child control struggles (e.g., fighting over control of the mouse). Maternal
frustration transpired over a division of roles where she was unable to structure and lead the situation. The fourth phase was comprised of various, evolving
forms of interactions and participations, as children shared the game with their mothers through consultation, feelings shared or playing in turns. This
study examined the characteristics of adult (mother)-child interaction while playing a computer game together. Findings show that at first, this activity
raises gaps and difficulties designed to be automatically resolved in a player/spectator configuration; a configuration which must nevertheless be broken if
positive interaction is to be generated.The study suggests that a joint game which contributes to the child’s learning may require the development of digital
technologies and computer games that spare participants the default player-spectator configuration (e.g., by changing medium interfaces and contents).
Its contribution lies in the suggested model of yet-to-be-researched interpersonal interactions that play out in joint computer games. Though based on
mother-child dyads, future studies may examine this model with other dyads.