Digital game literacies and school learning: A sociocultural perspective

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.