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Postdigital Videogames Literacies: Thinking With, Through, and Beyond James Gee’s Learning Principles

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journal contribution
posted on 2025-04-16, 05:59 authored by A Bacalja, TP Nichols, B Robinson, I Bhatt, S Kucharczyk, Chris ZomerChris Zomer, B Nash, B Dupont, R De Cock, B Zaman, M Bonenfant, E Grosemans, SS Abrams, C Vallis, D Koutsogiannis, G Dishon, J Reed, T Byers, RM Fawzy, HP Hsu, N Lowien, G Barton, J Callow, Z Liu, F Serafini, Z Vermeire, J deHaan, A Croasdale, A Torres-Toukoumidis, X Xu, K Schnaider
AbstractThis article is a collective response to the 2003 iteration of James Paul Gee’s What Video Games Have to Teach Us About Learning and Literacy. Gee’s book, a foundational text for those working in game studies, literacy studies, and education, identified 36 principles of ‘good learning’ which he argued were built into the design of good games, and which have since been used to unsettle the landscape of formal education. This article brings together 21 short theoretical and empirical contributions which centre postdigital perspectives to re-engage with, and extend, the arguments first raised by Gee regarding the relationship between videogames and learning. Organised into five groups, these contributions suggest that concepts and attitudes associated with the postdigital offer new thinking tools for challenging grand narrative claims about the educative potential of technologies while also providing rich analytical frames for revisiting Gee’s claims in terms of postdigital videogame literacies.

History

Journal

Postdigital Science and Education

Volume

6

Pagination

1103-1142

Location

Berlin, Germany

Open access

  • Yes

ISSN

2524-485X

eISSN

2524-4868

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Publisher

Springer

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