The use of video games as texts in the classroom: a look through the lens of the multimodal approach

The use of video games is present in the daily lives of people of different age groups as well as in the school context through technologies such as cell phones. Aiming to associate activities through that digital media and the teaching of foreign language, this work investigates the interaction through reading and the contributions that platform games can provide to students during the teaching-learning process of English language. Informed by Kress (2010), Cope, Kalantzis (2008, 2009), New London Group (1996, 2000), Gee (2003), Machin (2007) and Perez-Latorre et al. (2016), we approach the formation of the individual open to new knowledge and we are based on one of the four levels of the analysis model for the study of video games as texts: the ludo-narrative dimension. The results show that the interaction through the game as a pedagogical tool dialogues with other semiotic interfaces, providing a more critical and reflective posture in the textual composition of the game's narrative.