Reviewing Critical Frameworks for a Critically Oriented Digital Game Education
Year: 2025
Type: article
Abstract: This paper examines three frameworks that investigate how educators engage with digital and non-digital media. The aim is to explore the possibilities and limitations of each framework as schemata for supporting learners to engage more critically with digital games. While digital games are increasingly deployed in formal learning contexts to support teaching and learning, their critical study with students has attractedless attention.This paper explores three frameworks that explore how educators engage with digital and non-digital media. The aim is to demonstrate/explore the possibilities and limitations of each framework as schemata for supporting learners to engage more critically with digital games. These three frameworks were selected because of their integration of literacy and criticality, recognising however, that there are many such frameworks that are also useful for educators (for example, see Apperley and Beavis, 2013). In the following sections, I offer some brief context about each framework and its key features.
Source: Ludic Language Pedagogy
DOI: 10.55853/cp1_3
Author: Alex Bacalja
Institution: The University of Melbourne
Language: English
Subfield: Literature and Literary Theory
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4415292667