A Framework for Games Literacy and Understanding Games

Abstract

Based on research that studied the challenges and difficulties faced by students taking games studies and game design courses, this paper proposes that while many students enrolled in games education programs are adept at playing games, they are usually neither games literate nor do they have a deep understanding of games. This article provides a framework that can be used to evaluate and assess games literacy. Using Gee’s notion of literacy, I propose that a deep understanding of games involves having the ability to explain, discuss, describe, frame, situate, interpret, and/or position games (1) in the context of human culture (games as a cultural artifacts), (2) in the context of other games, (3) in the context of the technological platform on which they are executed, (4) and by deconstructing them and understanding their components, how they interact, and how they facilitate certain experiences in players. I describe each of these aspects and also discuss two educational lenses that can be used to help contextualize what it means to understand and learn about games as well as support games literacy in students.