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This article is a collective response to the 2003 iteration of James Paul Gee’s What videogames 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 digital technologies while also providing rich analytical frames for revisiting Gee’s claims in terms of postdigital videogame literacies.

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

  • 章节

  • 发表日期：

    2026年

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  • Alexander Bacalja,
  • T. Philip Nichols,
  • Bradley Robinson,
  • Ibrar Bhatt,
  • Stefan Kucharczyk,
  • Chris Zomer,
  • Brady Nash,
  • Bruno Dupont,
  • Rozane De Cock,
  • Bieke Zaman,
  • Maude Bonenfant,
  • Eva Grosemans,
  • Sandra Schamroth Abrams,
  • Carmen Vallis,
  • Dimitrios Koutsogiannis,
  • Gideon Dishon,
  • Jack Reed,
  • Thomas Byers,
  • Rania Magdi Fawzy,
  • Hsiao-Ping Hsu,
  • Nathan Lowien,
  • Georgina Barton,
  • Jon Callow,
  • Zirui Liu,
  • Frank Serafini,
  • Zowi Vermeire,
  • Jonathan deHaan,
  • Alison Croasdale,
  • Angel Torres-Toukoumidis,
  • Xiao Xu,
  • Karoline Schnaider

摘要

This article is a collective response to the 2003 iteration of James Paul Gee’s What videogames 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 digital technologies while also providing rich analytical frames for revisiting Gee’s claims in terms of postdigital videogame literacies.