<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Educ.]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012023000100232</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v45i1.65840</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Cyber-ludic pedagogies: towards a post-critical methodology of video games as cultural sites]]></article-title>
<article-title xml:lang="pt"><![CDATA[Pedagogias Ciberlúdicas: em direção a uma metodologia pós-crítica de videogames como locais culturais]]></article-title>
<article-title xml:lang="es"><![CDATA[Pedagogías ciberlúdicas: hacia una metodología poscrítica de los videojuegos como sitios culturales]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kourkoulou]]></surname>
<given-names><![CDATA[Dora]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bettivia]]></surname>
<given-names><![CDATA[Rhiannon]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,University of Illinois Urbana-Champaign  ]]></institution>
<addr-line><![CDATA[Champaign Illinois]]></addr-line>
<country>USA</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Simmons University  ]]></institution>
<addr-line><![CDATA[Boston Massachusetts]]></addr-line>
<country>USA</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>45</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012023000100232&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012023000100232&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012023000100232&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT. In this paper, we explore contradictions in the uneven movements of engaging video games in learning, and the affective deployment of play as a strategic mechanism to guarantee institutional and civic compliance. To that purpose, we are tracing the links between positivist, evaluative paradigms in Digital Game-Based Learning (DGBL) scholarship, arguing that a linear assessment of knowledge transmission does not adequately engage the complexity of virtual worlds and the learning processes they mobilize. As a response, we propose a cyber-ludic pedagogical framework that embeds gamers&#8217; knowledge-production practices and performances in the wider social context they occupy, acknowledging their hybridity as digital and physical experiences. We apply this framework to a case-study reading of a vlog entry performed as a humorous guide to social distancing at the onset of the COVID-19 pandemic. Our reading recognizes the operationalization of knowledge communication modes as tropes while emphasizing discrete projects of brand awareness, identity formation, and claims to digital space. Our analysis of the vlog performance of what we term &#8216;technodeviance&#8217; serves to de-exoticize the deviant in educational research; problematize the assumption of one-way knowledge transmission and representation; and center the pedagogical value of game and play data that is found in popular culture texts and in user-generated content.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO. Neste artigo, exploramos as contradições nos movimentos desiguais de engajamento dos videogames no aprendizado e o emprego afetivo do jogo como um mecanismo estratégico para garantir a conformidade institucional e cívica. Para esse fim, estamos rastreando as conexões entre paradigmas positivistas e avaliativos na pesquisa de Aprendizado Baseado em Jogos Digitais (ABJD), com o argumento de que uma avaliação linear da transmissão de conhecimento não envolve adequadamente a complexidade dos mundos virtuais e os processos de aprendizado que mobilizam. Como resposta, propomos uma estrutura pedagógica ciberlúdica que incorpora as práticas de produção e desempenho de conhecimento dos jogadores no contexto social mais amplo em que estão inseridos, reconhecendo sua hibridização como experiências digitais e físicas. Aplicamos esta estrutura a uma leitura de estudo de caso de uma entrada de vlog realizada como um guia humorístico para o distanciamento social no início da pandemia de COVID-19. Nossa leitura reconhece a operacionalização dos modos de comunicação de conhecimento como tropos, ao mesmo tempo em que enfatiza projetos discretos de conscientização de marca, formação de identidade e reivindicações ao espaço digital. Nossa análise do desempenho do vlog do que chamamos de &#8216;tecnodeviança&#8217; serve para desexoticizar o desviante na pesquisa educacional; problematizar a suposição de transmissão e representação unidirecional de conhecimento; e centrar o valor pedagógico de dados de jogos e jogadas que são encontrados em textos da cultura popular e em conteúdo gerado pelo usuário.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN. En este artículo, exploramos las contradicciones en los movimientos desiguales de involucrar los videojuegos en el aprendizaje y el despliegue afectivo del juego como mecanismo estratégico para garantizar el cumplimiento institucional y cívico. Con ese propósito, estamos rastreando los vínculos entre los paradigmas evaluativos positivistas en el programa de Aprendizaje Basado en Juegos Digitales (DGBL), argumentando que una evaluación lineal de la transmisión del conocimiento no aborda adecuadamente la complejidad de los mundos virtuales y los procesos de aprendizaje que movilizan. Como respuesta, proponemos un marco pedagógico ciberlúdico que incorpore las prácticas y actuaciones de producción de conocimiento de los jugadores en el contexto social más amplio que ocupan, reconociendo su hibridez como experiencias digitales y físicas. Aplicamos este marco a una lectura de estudio de caso de una entrada de vlog realizada como una guía humorística sobre el distanciamiento social al comienzo de la pandemia de COVID-19. Nuestra lectura reconoce la operacionalización de los modos de comunicación del conocimiento como tropos mientras enfatiza proyectos discretos de conciencia de marca, formación de identidad y reclamación del espacio digital. Nuestro análisis del desempeño del vlog en lo que llamamos 'tecnodesviación' sirve para des-exotizar la desviación en la investigación educativa; problematizar el supuesto de transmisión y representación del conocimiento unidireccional; y centrar el valor pedagógico de los datos de juego que se encuentran en los textos de cultura popular y en el contenido generado por los usuarios.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[cyber-ludic pedagogies]]></kwd>
<kwd lng="en"><![CDATA[post-critical methodologies]]></kwd>
<kwd lng="en"><![CDATA[video games]]></kwd>
<kwd lng="en"><![CDATA[digital game-based learning]]></kwd>
<kwd lng="pt"><![CDATA[pedagogias ciber-lúdicas]]></kwd>
<kwd lng="pt"><![CDATA[metodologias pós-críticas]]></kwd>
<kwd lng="pt"><![CDATA[videogames]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem baseada em jogos digitais]]></kwd>
<kwd lng="es"><![CDATA[pedagogías ciber-lúdicas]]></kwd>
<kwd lng="es"><![CDATA[metodologías pos-críticas]]></kwd>
<kwd lng="es"><![CDATA[videojuegos]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje digital basado en juegos]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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