Learning, change, and the utopia of play

Abstract

This article looks at some of the rhetoric surrounding video games and other forms of interactive software as additions or alternatives to school curricula. It focuses particularly on the need to articulate ways to "read" videogames in order to achieve significant cultural impact. Noting that reading, even as metaphor, tends to invoke inappropriate assumptions about writing and authorship, the article argues for a less backward-looking approach to newer forms. © Springer 2007.