You are here:

A Social Semiotic Perspective to Knowledge on Games, Gaming and Education PROCEEDINGS

, , , , Universitat Rovira i Virgili, Spain

Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA


Video gaming is now a pervasive semiotic activity in the lives of teens and young adults in many parts of the world. This paper theorizes videogames as semiotic resources and interrogates the literature on video games bearing four fundamental questions in mind: What representations do video games foster?; What are the learning outcomes generated by video games?; What are the cognitive processes associated to videogame playing?, and finally, how do teachers incorporate video games in their pedagogical designs? We seek to contribute to a better understanding of video games as cultural artifacts, indicative of the technological and cognitive developments of our society and a driving force for the expansion of these very developments.


Oliveira, J.M., Echenique, E.E.G., Cruz, O.D.G. & Geliz, F.R. (2010). A Social Semiotic Perspective to Knowledge on Games, Gaming and Education. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 2004-2012). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 21, 2018 from .


View References & Citations Map


  1. Anderson, C.A., & Bushman, B.J. (2001). Effects of violent videogames on aggressive behavior, aggressive cognition, aggressive affect, physiological arousal, and prosocial behavior: A meta-analytic review of the scientific literature. Psychological Science, 12, 353-359.
  2. Anderson, C.A., & Dill, K.E. (2000). Videogames and aggressive thoughts, feelings, and behavior in the laboratory and in life. Journal of Personality and Social Psychology, 78, 772-790.
  3. Crookall, D., Oxford, R.L., & Saunders, D. (1987). Towards a reconceptualization of simulation: From representation to reality. Simulation/Games for Learning, 17, 147-171.
  4. Filiciak, M. (2003). Hyperidentities: Postmodern identity patterns in massively multiplayer online roleplaying games. In M.J.P. Wolf& B. Perron (Eds.), The videogame theory reader (87-102). London: Routledge. Garris, Rosemary; Ahlers, Robert& Driskell, James E. (2002). Games, motivation, and learning: A research and practice model. SIMULATION& GAMING, Vol. 33 N ° 4, December 2002, 441-467. Sage Publications. Retrieved on April 21st, 2009, from:
  5. Gee, J.P. (2003). What videogames have to teach us about learning and literacy (1st Ed.), New York: Palgrave Macmillan.
  6. Neisser, U. (1997). Rising scores on Intelligence tests. American Scientist, Vol. 85, N ° 5, pp. 440-447. Retrieved on

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact