Navigating Physical and Digital Environments: Latin American Video Game Studies in Practice

Abstract

This article reflects on developments in research into Latin American video games two decades after the first studies in the field. In particular, it fills a gap in research by reflecting on the pedagogical uses of video games, focusing both on their value in the undergraduate classroom and on the design of educational games for use by school children, asking to what extent games might afford their players impactful embodied experiences and ways of navigating complex systems of information and power. The case studies centre on the teaching of environmental humanities and digital literacy in a specifically Latin American context.