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Cited by 8Literacy, Media, and EducationDigital Games and MediaEducational Games and Gamification

Multimodality and Expressivity in Videogames

Open access
Zagalo, Nelson·2019·Observatorio (OBS*)
DOI 10.15847/obsobs13120191411
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Abstract

This article addresses multimodality and expressivity in digital games, from the perspective of audiovisual communication, discussing essential critical dimensions regarding game literacy and experience. An overview on how we make meaning from audiovisual media is presented, to frame the focus on the multimodal cognitive nature of digital games. After comparing film and digital games, we discuss how and why the latter are rapidly becoming more relevant than television, discussing media learning differences between vicarious and enactive representations, and the creative need for children to access networks so as to interact in multimodal communication environments.

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  • Studies on the multimodal aspects of video games and on how these aspects impact the expressive functions of digital games are generally scarce and mostly resort to theories of multimodality borrowed from distantly related disciplines such as film studies.

    “However, as reported by Dunne (2014), Zagalo (2019) and, with a different terminology, Backe (2020), studies on the multimodal aspects of video games and on how these aspects impact the expressive functions of digital games are generally scarce and mostly resorting to theories of multimodality borrowed from distantly related disciplines, such as film studies (cf.e.g.Burn, 2016).”

    From Interactive Digital Narratives as Complex Expressive Means (2022) · cites this paper as Zagalo (2019)

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  • Video games are complex audio-visual objects that are variable and infinite, because interacting with them can always yield a slightly different "product."

    “In a similar fashion, Zagalo, (2019) talks of video games as complex audio-visual objects that are variable and infinite, for it is always possible to obtain a slightly different “product” (Koenitz, 2015) by interacting with them.”

    From Interactive Digital Narratives as Complex Expressive Means (2022) · cites this paper as Zagalo, (2019)

    The Conclusions describe digital games as interactive audiovisual experiences, and Games and Social Learning says players can choose and change stories. The paper does not say that games are infinite or that interacting with them always yields a different product; its example of Life is Strange says players cannot change most of its outcomes. Page numbers are unavailable in our copy. (LLM, conf=0.85)

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  • Video games are one of the most all-encompassing multimodal means of communication.

    “Not least for this reason, video games are one of the most allencompassing multimodal means of communication (as noted also by Toh, 2018;and Zagalo, 2019) to the point of being possibly considered examples of Gesamtkunstwerk, due to the synergy of different arts they often exhibit (cf.Backe, 2020; and in some regards also by; Smith, 2007).”

    From Interactive Digital Narratives as Complex Expressive Means (2022) · cites this paper as Zagalo, 2019

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9 of the 76 references couldn’t be matched to a known paper.

Research works printed but not linked: 5

  1. Boyd, B. (2010). On the Origin of Stories. Cambridge, Massachusetts: Harvard University Press.
  2. Egenfeldt-Nielsen, S. (2007). Educational potential of computer games. Journal of Educational Multimedia and Hypermedia, 16(3), 263-281.
  3. Gould, S. J. (1994). So Near and Yet So Far. The New York Review of Books. Retrieved from https://www.nybooks.com/articles/1994/10/20/so-near-and-yet-so-far/
  4. Kaakinen, J., & Arwood, E. (2009). Systematic Review of Nursing Simulation Literature for Use of Learning Theory. International Journal of Nursing Education Scholarship, 6(1), https://doi.org/10.2202/1548923X.1688 · DOI
  5. Kress, G. (2000). Multimodality. In B. Cope & M. Kalantzis (Eds.), Multiliteracies: Literacy learning and the design of social futures (pp. 179-200). London: Routledge.

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Authors
Zagalo, N.
Affiliations
University of Aveiro (PT)
Corresponding author
Zagalo, Nelson
ORCID
Zagalo, Nelson
Venue
Observatorio (OBS*)
Publisher
Instituto Universitario de Lisboa (ISCTE-IUL)
Published
2019-03-04
Volume
13
Issue
1
ISSN
1646-5954 (ISSN-L)
DOI
10.15847/obsobs13120191411
OpenAlex
W2916949239
Cited by
8
References
76
Citations by year
2025: 2 · 2023: 1 · 2022: 1 · 2021: 2 · 2020: 2
FWCI
14.02
Type
journal article
Language
en
Open access
Licence
cc-by-nc
Locations
  • Observatorio (OBS*) (publishedVersion, cc-by-nc)
  • Portuguese National Funding Agency for Science, Research and Technology (RCAAP Project by FCT) (submittedVersion, cc-by-nc)
  • Portuguese National Funding Agency for Science, Research and Technology (RCAAP Project by FCT) (submittedVersion, cc-by-sa)
Funders
  • European Commission
  • European Regional Development Fund
Topics
  • Social Sciences › Arts and Humanities › Literature and Literary Theory › Literacy, Media, and Education
  • Social Sciences › Sociology and Political Science › Digital Games and Media
  • Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
Keywords
multimodality, expressivity, video games, audiovisual communication, game literacy, game experience, multimodal cognition, media learning

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