engleski

Myth and Media Pedagogy in the Analysis of Digital Games

The paper researches the role and significance of digital games in the context of media pedagogy. The starting point is the hypothesis that by applying semiotic analysis, hidden meanings within digital games can be decoded and displayed. According to Huizinga, the phenomenon of the game is researched, and the myth is analysed according to Barthes. Semiotic analysis is very important in media pedagogy because it decodes the hidden meanings, messages and cultural values to which young people are exposed. The paper discusses the specificity of digital games and discusses its position in the cultural sense. The importance of digital games in the context of media pedagogy is great as young people increasingly spend their free time in virtual reality. The educational role of digital games starts from decoding the meaning of the basic principles of education as well as aesthetic, intellectual and moral values. The research is based on relevant primary sources of digital games that show the roles of parents and families in the educational sense through semiotic analysis. The analysed sources point to the conclusion that digital games, despite critical discourse, teach and value the learner.

Digital game, media pedagogy, myth, semiotics.

Suorganizatori skupa: HAZU, Pedagoška fakulteta, Univerza v Mariboru, Filozofski fakultet, Sveučilište sv. Ćirila i Metoda u Skoplju