Metadata
- Author: Alex Bacalja
- Reviewed by: Peter Hourdequin, Anton Vegel.
- Volume and page numbers: 5 (p. 23 – 31)
- Date of publication: 2023/2/22
- Keywords: digital game literacies, digital games, learning, pedagogy, schooling.
- Cite: Bacalja, A. (2023). Digital game literacies and school learning: A sociocultural perspective. Ludic Language Pedagogy, 5, 23-31. https://doi.org/10.55853/llp_V5Art1
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Abstract
- Background: Claims that digital games will save education have long emphasized features of the medium to support their arguments.
- Aim: This paper aims to demonstrate the benefits of a sociocultural approach to digital game literacies.
- Methods: I analyse literature associated with digital game literacies, as well as findings from case studies, to demonstrate the value of going beyond the medium and instead privileging game-related literacy practices.
- Results: The medium is not enough. It is only when digital games are positioned within social and cultural contexts that we can fully understand how they might contribute to school learning.
- Conclusion: The learning that might emerge from the inclusion of digital games into school-based curricula will require teachers and educators to carefully consider how digital game literacies can bridge the gap with the disciplinary school literacies that dominate schooling.