Scholars, educators, and media designers are increasingly interested in whether and how digital games might contribute to civic learning. However, there are three main barriers to advancing understanding of games' potential for civic education: the current practices of formal schooling, a dearth of evidence about what kinds of games best inspire learning about public life, and divergent paradigms of civic engagement. In response, this article develops a conceptual framework for how games might foster civic learning of many kinds. We hypothesize that the most effective games for civic learning will be those that best integrate game play and content, that help players make connections between their individual actions and larger social structures, and that link ethical and expedient reasoning. This framework suggests an agenda for game design and research that could illuminate whether and how games can be most fruitfully incorporated into training and education for democratic citizenship and civic leadership.

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This article investigates the Trump campaign’s strategic use of digital platforms and their affordances and norms that contribute to a technological performance of populism. To do so, I build on theories of populism as a performance, rather than a set of identifiable qualities, and make a theoretical intervention calling for the need to add a material and technological focus to how scholars approach the concept in our contemporary media environment. This article presents a model for understanding populist affordances as those that center “the people” to various degrees, and applies that model in a case study of how campaigns in the 2016 US presidential race engaged in a technological performance of populism across a variety of platforms, including email, Twitter, Instagram, Facebook, and campaign-created mobile apps. Central to this analysis are campaign strategies of controlled interactivity, amateurism, participatory/user-generated content, and data-driven campaigning.

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