Reviewing Critical Frameworks for a Critically Oriented Digital Game Education

This analysis evaluates three pedagogical frameworks to determine their efficacy in fostering critical digital game literacy among secondary school students. While digital games are increasingly integrated into formal education, current practices often prioritize functional or operational skills over critical inquiry. The primary objective is to identify schemata that enable students to analyze the aesthetic, literary, and socio-political dimensions of games, moving beyond mere consumption to informed, critical participation.

The study reviews three distinct models: the Media Literacy Model, which emphasizes the multidimensional relationship between producers, texts, and audiences; the Technoskepticism Iceberg Framework, which categorizes technology through layers of tools, systems, and values; and the Online Safety Education Model, which maps approaches ranging from safeguarding and equipping to empowering and resisting. Each framework offers unique strengths, such as the Media Literacy Model’s focus on political economy and the Technoskepticism Iceberg’s ability to expose the complex systems mediating technology use. However, limitations persist, particularly regarding a lack of specific guidance on the foundational knowledge required for students to deconstruct digital games effectively.

The findings suggest that while existing frameworks provide a necessary starting point, they require adaptation to address the specific interactive and textual demands of gaming. A critical approach must balance the study of game objects with the practices of play. Future research should focus on co-designing curricula with educators and learners to test these models in classroom settings. Determining which framework best addresses the "knowledge question"—what specific information students need to develop a critical perspective—remains the essential next step for advancing digital game education.