12 Digital Ludic Pedagogies (DLP): Videogames, Minigames, Extended Realities and Robots

摘要

Decades of research have established second language (L2) acquisition as a complex sociocognitive phenomenon that involves the development of multiple competencies, skills, learning strategies and literacies, including two recently recognized ones: digital and ludic literacies. propos of digital literacy, Ortega and Zyzik (2008) noted that it is no longer optional; rather, they argued, it is an 'ethical imperative' for teachers to 'prepare their students for the very real (and indispensable) task of using the L2 in online environments ' (2008: 349).Arguably, similar assertions could be made for ludic literacy, given the role of ludic activities in language acquisition (Crystal, 1996) and the generation of culture (Huizinga, 1950), and for the intersection of digital and ludic literacies -digital ludic literacy -due to its potential for the development of specialized skills, such as scientific reasoning or leadership (Reinhardt & Thorne, 2019) or even social transformation (McGonigal, 2011).However, differences in access, training or personal beliefs, among others, have brought about significant disparities in the pedagogies used to promote these literacies in language learning environments (see Chapter 1 of this book on social justice, and Chapter 4 on effective technological practices).To a great extent, the massive online migration triggered by the COVID-19 pandemic pushed many educators to explore new forms of technology-mediated teaching and learning.Digital ludic activities, however, despite generating great interest, remain relatively unexplored.To address this, we initiate our investigation of digital ludic literacy in the L2 classroom with a definition of key concepts, existing resources and their characteristics.