[Commlist] Call for papers on "Games, Gamification, Media Literacy and Transformation in Educational Contexts"

The International Journal of Games and Social Impact invites you to 
submit papers on "Games, Gamification, Media Literacy and Transformation 
in Educational Contexts": 
https://revistas.ulusofona.pt/index.php/ijgsi/announcement/view/263 
<https://revistas.ulusofona.pt/index.php/ijgsi/announcement/view/263>

Guest Editors: Ana Filipa Oliveira (Universidade Lusófona, CICANT, 
Portugal); Marisa Mourão (Universidade de Trás-os-Montes e Alto Douro, 
CICANT, Portugal); João Léste (Pontifícia Universidade Católica do Rio 
de Janeiro, LINC-Design, Brazil); Bieke Zaman (KU Leuven, Belgium)

We currently live in a deeply polarised media ecosystem, in which the 
speed and volume of information pose new challenges to citizens' 
critical capacities (Tucker et al., 2018). In a world dominated by 
algorithms, marked by polarisation and various forms of information 
disorder (Wardle & Derakhshan, 2017), narratives and values are being 
shaped in unprecedented ways, making the promotion of media literacy 
skills one of the foremost priorities in education and training 
(Mihailidis & Viotty, 2017). In this context, games and gamified 
practices emerge as an alternative pedagogical approach (Dicheva et al., 
2015) that offers ample opportunities to develop media literacy in an 
engaging and meaningful way (Sousa et al., 2024), including for people 
with disabilities (Léste et al., 2025) and other marginalised and 
underrepresented groups (Prazak et al., 2026). Yet, evidence remains 
fragmented. Game elements can support critical engagement in some 
contexts while undermining it in others, and the psychological, 
situational, and design factors behind this ambivalence are poorly 
understood (van Roy & Zaman, 2018, 2019).

This special issue of The International Journal of Games and Social 
Impact seeks to explore the role of games, gamification, and playable 
media in fostering media literacy, critical citizenship, and social 
transformation across formal, non-formal, and informal contexts. It 
invites theoretical, empirical, and design-oriented contributions 
examining how, why, and for whom such interventions succeed or fail in 
cultivating an informed and responsible citizenry — including work on 
inclusive design for diverse learners.

All papers are subject to a double-blind peer review process. There are 
no associated publication fees (article processing fees or APCs).

Timeline
Abstract Submission Deadline: 20 November 2026
Notification of Acceptance for Abstract Submissions: 21 December 2026
Full Paper Submission Deadline: 28 February 2027
Notification of Acceptance: 28 July 2027
Publication Date: December 2027

For inquiries about the thematic scope of the special issue, please 
contact Ana Filipa Oliveira ((ana.filipa.oliveira /at/ ulusofona.pt) 
<mailto:(ana.filipa.oliveira /at/ ulusofona.pt)>). For logistic aspects of the 
submission, please contact (ijgsi /at/ ulusofona.pt) <mailto:(ijgsi /at/ ulusofona.pt)>.

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