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Background Videogames can be useful tools for teaching and learning. To plan educational uses, potential benefits and possible problematic aspects of specific titles need to be critically assessed by teachers and school leaders prior to implementation. Theory and Method Based on game ontological models, we identify salient areas of inquiry in games research and use these to structure a template for evaluation. This way we operationalize foundational games research and put key insights to practical use in the planning and preparation of videogame-based teaching sessions. Aims We develop a template for the evaluation of videogames as tools for and objects of teaching and learning to facilitate critical uses of these technologies in schools and other educational settings. Results We present a template for critical evaluation to facilitate the use of videogames for educational endeavors. The template distinguishes between videogames as tools for and objects of teaching and learning and is structured along the game ontological dimensions of 1) sign system, 2) rules and mechanics, 3) materiality and 4) players, and includes aspects of both representation and simulation. This way, we disentangle a complex phenomenon and make its components amendable for critical analysis and constructive intervention. Discussion and Conclusion We offer illustrating examples for how the template can be used to assess the usability of specific titles in education and discuss advantages and disadvantages. Finally, we suggest steps for implementation and further improvement.

2019 marked ten years since the publication of Nick Dyer-Witheford and Greig de Peuter’s Games of Empire, which has become a seminal book in videogame cultural criticism. Ten years later, there is still a pressing need for cultural and materialist criticism of the politics of production within game studies. In putting together this special issue, our hope is to identify new developments in the game industry and academia that are emblematic of 21st-century capitalism. Just as Games of Empire popularised critical political-economic perspectives ten years ago, we encourage others, as the authors in this issue did, to continue and maintain investigations into questions of ownership, privatized property, coercive class relations, military operations and radical struggle. Such analyses are necessary not only to trace but also to open up new directions in game culture and academia for decades to come. ispartof: Games And Culture vol:16 issue:3 pages:287-293 status: published

Following the materialist approaches to contemporary digital memory- making, this article explores how unequal access to memory production in videogames is determined along economic and cultural lines. Based on semi-structured qualitative interviews with different European, Asian and North American historical game developers, I make the case for how materialist and cultural aspects of videogame development reinforce existing mnemonic hegemony and in turn how this mnemonic hegemony determines access to the production of memory- making potentials that players of videogames activate and negotiate. My interview findings illustrate how individual workers do not necessarily intend to reproduce received systems of power and hegemony, and instead how certain cultural and material relations tacitly motivate and/or marginalise workers in the videogame industries to reproduce hegemonic power relations in cultural memory across race, class and gender. Finally, I develop the argument that access to cultural production networks such as the games industry constitutes important factors that need to be taken seriously in research on cultural memory and game studies. Thus, my article investigates global power relationships, political economy, colonial legacies and cultural hegemony within the videogame industry, and how these are instantiated in individual instances of game developers.

To you, dear reviewers: Your monstrous support was, as so often, unpaid—but valuable indeed. The energy you have put together in writing your thorough reviews substantially helped in shaping and re-shaping (and sometimes even re-re-shaping) the wonderful scientific endeavors of our authors. Thank you so much!

We believe that the representation, construction, manufacture, and exclusion of monsters across genres and media is an increasingly pressing issue for individuals and civil societies on a global scale. The widespread use of exaggerated frames presenting a variety of others as mere threats has deadly consequences for many people—worldwide. And, ‘Western’ liberal democratic elites urgently need to acknowledge their own role in such processes as the current construction of ‘Monster Assad’ as a Hitler-esque tyrant intending to ‘gas his own people’ or the continuing framing of Iran as ‘a nuclear threat to world peace’ lead by ‘nuke-building, apocalyptic mullahs’ are equally irresponsible and dangerous acts as the presentation of ‘non-normative’ persons as a menace to cultural and societal stability or the assumption that certain people are simply born as terrorists. We believe that as researchers, students, employees, workers, pupils, retirees, and others—in sum: as citizens—, we must be aware of such discursive moves of othering and exclusion and learn to identify these, connect them to underlying interests, and then resist and subvert them to avoid more killings in our or others’ names. This is our responsibility especially as contemporary global crises intensify bringing with them the need for ever new scapegoats to explain away the real contradictions underlying these relentless challenges.

Este trabalho objetiva delinear os jogos digitais em ambientes virtuais em conjunção com o papel da tecnologia como um dos mediadores de mundo aos seres humanos, de acordo com a abordagem pós-fenomenológica de Ihde e o conceito de jogo e seu papel hermenêutico exposto por Gadamer. Com isso, defendemos que os jogos digitais, como uma tecnologia característica de nossa época, insere questões que atravessam os modos a partir dos quais nos inserimos no mundo e damos sentido às nossas experiências em relação ao mesmo, tanto subjetiva, quanto social, tecnológica e hermeneuticamente. Ao fim, são expostos possíveis encaminhamentos e desdobramentos para esta empreitada., This paper aims to delineate the digital games in virtual environments and the role of technology as one of the mediators to the human world, according with the Ihde’s post-phenomenological approach and the Gadamer’s concept of play and its hermeneutical role. Therefore, we argue that digital games, as a typical technology of contemporary society, bring in itself questions that cross the ways in which we are in our world, as well how we attribute sense to our experiences in relation to the same, both subjective, social, technological and hermeneutically. Finally, we present possible unfoldings for this enterprise.

In this article, I argue that digital games hold the potential to influence processes of cultural memory related to past and contemporary forms of marginalization. By bringing cultural memory studies into dialogue with game studies, I account for the ways through which digital games and practices of play might influence historical discourses and memory politics pertaining to marginalized identities. In order to demonstrate this, I conduct an analysis of Assassin’s Creed: Freedom Cry, a digital game which includes representation of the eighteenth-century transatlantic slave trade and its racist systems. This analysis is then contrasted with statements by two critics, Evan Narcisse and Justin Clark, about how Freedom Cry highlights specific marginalized identities and represents the past through the game form. These statements, coupled with my game analysis, make the case for a concept that I term ‘counter-hegemonic commemorative play’. This makes visible a form of potentially cathartic power fantasy within a historical struggle, alongside emphasizing a form of designed recognition of marginalized identities within contemporary historical discourses and memory politics.

Source at https://doi.org/10.16995/olh.309 The treatment of colonialism in video games, barring a few notable exceptions, is marked by a Western and, specifically, late 19th-century imperialist bias. Simultaneously, in the past two decades of multifaceted research and the development of robust theoretical frameworks in the still fledgling discipline of game studies, postcolonial discourses, whether they comprise critiques of imperialism or neocolonialism, have not been prominently highlighted until very recently. A coherent effort to bring together the current research on postcolonialism in video games was also urgently required. Further, the past years has seen a rather persistent, albeit unexpected, emergence of a pro-colonial or pro-imperialist discourse in mainstream academia that even justifies the continuance of empire as an ameliorating influence on the people of the so-called developing countries, most of which had formerly been colonized by European powers. Thus, it is the aim of this issue to address this epistemic omission and counter such bias where it exists by also bridging video games research with larger discussions of postcolonialism in other humanities contexts and disciplines. The various articles in this special issue offer a range of perspectives from epistemological power to theory and praxis in critical academia, to contexts of production and practices of play, to close readings of postcolonial traces in video games. These varying approaches to the analysis of video games and their societal and historical contexts open up the debates further to a diverse set of topics ranging from board games to phone games or from mainstream high-budget console games to indie titles that question colonialism. As video games address issues relating to orientalism, subalternity, and hybridity as well as the current ambiguities in conceiving nationhood and the postcolony, the articles in this issue will also likely adumbrate further serious commentary that will develop both game studies research and current conceptions of the postcolonial.