Video games as embodied literacy: A new framework for child well-being
Original framing: “New study reveals how video games support children's well-being” — Phys.org
The study draws on cognitive science and educational psychology to argue for gaming as a literacy. It supports its claims with empirical data on engagement, problem-solving, and emotional regulation in children.
This study offers a transformative perspective by reframing video games as a form of embodied literacy, aligning with historical and cross-cultural understandings of play as a learning tool.
By integrating insights from Indigenous and global educational practices, and by addressing issues of access and equity, educators can develop more inclusive and effective learning environments. The scientific evidence supports the cognitive and emotional benefits of gaming, while future models suggest its increasing relevance in digital education. However, the voices of marginalized communities and the commercial interests of the gaming industry remain underexplored. A systemic approach that combines these dimensions can lead to a more holistic understanding of digital play’s role in child well-being.