Gaming in a Postdigital World: Towards New Understandings for Learning and Life
暫譯: 後數位時代的遊戲：邁向學習與生活的新理解

這本編輯書籍探討了後數位時代對數位遊戲及遊戲的取向，重點關注塑造基於遊戲學習的技術政治與商業力量。它挑戰了關於遊戲作為固有的批判性學習環境的假設，並分析了設計、經濟學和教學法在教育情境中的交集。貢獻者調查了身份形成、素養實踐以及數位與實體學習空間的交織。通過質疑教育科技（EdTech）和後數位素養的角色，這本書提供了關於遊戲如何影響教育的新視角。本書對於教育、數位媒體、素養研究和批判性教育科技的研究者特別有用。

Alex Bacalja is a Senior Lecturer in language and literacy education at the University of Melbourne, Australia, and has been involved in Initial Teacher Education for over a decade. His research employs qualitative case study approaches, informed by sociocultural literacies and postdigital thinking, to explore critical digital literacies and practices of young people both within and beyond formal schooling contexts. Alex's research interests focus on the impact of digital technologies, particularly digital games, on young people's literacy practices, and the implications for critical digital literacy education. He is actively engaged with the broader English teaching profession through school partnerships with the Victorian Association for the Teaching of English and the Australian Association for the Teaching of English. Bradley Robinson is an Assistant Professor of Educational Technology and Secondary Education at Texas State University, USA. His research examines how digital technologies reshape literacy practices and education, with particular attention to platforms, Artificial Intelligence, and the social forces that shape young people's literate lives. He serves as editor of the journal Contemporary Issues in Technology and Teacher Education (English), and his work has appeared in various journals, including Learning, Media and Technology, Journal of Literacy Research, Postdigital Science and Education, and Games and Culture. Gideon Dishon is an Assistant Professor at the School of Education, Ben-Gurion University of the Negev, and head of the Masters programs in Education, Learning and Innovation. He holds a PhD in education from the University of Pennsylvania, and a Master's and Bachelor's in philosophy from Tel Aviv University. His research interests include philosophy of education, critical studies of education and technology, alternative forms of schooling, and the learning sciences. His recent work has focused on a critical analysis of sociotechnical imaginaries of AI in education, in works of fiction and in educational discourse, with a specific interest in the vision of personalized learning.

亞歷克斯·巴卡爾哈（Alex Bacalja）是澳大利亞墨爾本大學語言與識字教育的高級講師，並且在初任教師教育方面有超過十年的經驗。他的研究採用質性個案研究方法，受社會文化識字和後數位思維的啟發，探討年輕人在正式學校環境內外的關鍵數位識字及其實踐。亞歷克斯的研究興趣集中在數位技術，特別是數位遊戲，對年輕人識字實踐的影響，以及對關鍵數位識字教育的啟示。他通過與維多利亞州英語教學協會和澳大利亞英語教學協會的學校夥伴關係，積極參與更廣泛的英語教學專業。 布拉德利·羅賓遜（Bradley Robinson）是美國德克薩斯州立大學的教育技術與中等教育助理教授。他的研究考察數位技術如何重塑識字實踐和教育，特別關注平台、人工智慧以及塑造年輕人識字生活的社會力量。他擔任期刊當代技術與教師教育問題（Contemporary Issues in Technology and Teacher Education）的編輯，並且他的研究成果已發表在多個期刊上，包括學習、媒體與技術（Learning, Media and Technology）、識字研究期刊（Journal of Literacy Research）、後數位科學與教育（Postdigital Science and Education）以及遊戲與文化（Games and Culture）。 基迪恩·迪雄（Gideon Dishon）是內蓋夫本·古里昂大學教育學院的助理教授，並且是教育、學習與創新碩士課程的負責人。他擁有賓夕法尼亞大學的教育學博士學位，以及特拉維夫大學的哲學碩士和學士學位。他的研究興趣包括教育哲學、教育與技術的批判研究、替代學校形式以及學習科學。他最近的研究集中在對教育中人工智慧的社會技術想像的批判分析，涉及虛構作品和教育話語，特別關注個性化學習的願景。