January 2025, Volume 28, Issue 1

Special Issue on "Virtual reality in teacher education: Innovations, opportunities, and challenges" 

Guest Editor(s):  Di Zou, Junjie Gavin Wu, Jozef Colpaert and Minjuan Wang

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Full Length Articles

Yanan Shen

Faculty of Educational Studies, Universiti Putra Malaysia, Selangor, Malaysia // shenyananriv@163.com 

Habibah Ab Jalil

Faculty of Educational Studies, Universiti Putra Malaysia, Selangor, Malaysia // habibahjalil@upm.edu.my

Rahimah Jamaluddin

Faculty of Educational Studies, Universiti Putra Malaysia, Selangor, Malaysia // imah_upm@upm.edu.my 


ABSTRACT: 

Digital gameplay and digital multimodal composition (DMC) are promising multimodal literacy practices. Nevertheless, research on their incorporation in literacy classrooms to foster students’ multimodal literacy skills is lacking. This qualitative case study explored how two groups of Chinese adolescents used multimodal literacy in digital game-based multimodal composition and assumed their role as critical and creative prosumers. Through a 16-session project, the participants used tablets to collaboratively produce short game videos based on design resources obtained during their digital gameplay. The students demonstrated multimodal literacy through understanding, interpreting and applying multimodal semiotic modes for representational, interpersonal, and compositional meaning-making. Furthermore, they played a multifaceted role as prosumers, including critical gamers, reflective video editors, creative designers, and knowledgeable contributors to the gaming community. This study suggested that incorporating digital games for DMC practice is a valuable opportunity for multimodal literacy learning, cultivating students’ criticality and creativity for active participation in the digital era.


Keywords: 

Multimodal literacy, Digital multimodal composition, Digital game, Critical thinking, Creative thinking


Cite as:Shen, Y., Ab Jalil, H., & Jamaluddin, R. (2025). Exploring adolescents’ multimodal literacy as critical and creative prosumers in digital game-based multimodal composition. Educational Technology & Society, 28(1), 1-17. https://doi.org/10.30191/ETS.202501_28(1).RP01
Submitted October 1, 2023; Revised April 18, 2024; Accepted May 30, 2024; Published September 8, 2024

Utilization of digital technology-based learning on computational thinking ability of elementary school students: A meta-analysis study

Ary Kiswanto Kenedi, Sujarwo, Fery Muhamad Firdaus and Yoppy Wahyu Purnomo

Promoting sustainable terminology use: A critical discourse analysis Turkish dissertations in educational technology

Merve Basdogan and Curtis J. Bonk

Influence of the elderly's e-learning engagement on their continuous music e-learning intentions and well-being

Yu Zhang and Hongquan Ao

Efficacy of maker-centered learning method on K-12 students’ learning outcomes: A Meta-analysis

Xinyan Lu and Xudong Zheng

Facilitating cross-cultural competence of students in an interactive VR learning environment

Rustam Shadiev, Xuan Chen, Wayan Sintawati, Fahriye Altinay, Yan Li and Ahmed Tlili

Exploring foreign language learning and contextualization through digital storytelling projects and personal digital learning narratives

Fidel Çakmak and Alberto Andujar 

Using Corpora to enhance learners’ synonymous verb collocations

Yi-ju (Ariel) Wu and Hui-Chin Yeh 

Effects of different online modes on negotiation of meaning for learners of Chinese as a foreign language - An exploratory study

Yan Jing, Scott Grant and Huang Hui

Relationships between presence, satisfaction, and persistence in higher education online courses: Assessing the moderating effects of gender, age, and online experience using PLS-MGA

Jonathan Paris, Sawsen Lakhal and Joséphine Mukamurera

Designing an effective and engaging augmented reality game for children to learn about biodiversity

Mirjam West and Petra Bättig-Frey 

Special Issue Articles

Guest editorial: Virtual reality in teacher education: Innovations, opportunities, and challenges

Di Zou, Junjie Gavin Wu, Jozef Colpaert and Minjuan Wang

Instructional design guidelines for virtual reality-based teacher training: A meta-analysis

Yuanyuan Li, Chengliang Wang and Xiaoqing Gu

Starting from Volume 17 Issue 4, all published articles of the journal of Educational Technology & Society are available under Creative Commons CC-BY-ND-NC 3.0 license.