The Role of Media Literacy in Enhancing the Educational Potential of COTS Video Games for Cultural Heritage

This paper explores the role of media literacy in enhancing the educational potential of commercial off-the-shelf (COTS) video games, particularly in the context of cultural heritage education within technology-enhanced learning environments. Rather than presenting new empirical data, the study draws on existing media literacy, game studies, and cultural heritage scholarship to propose a comprehensive media literacy framework that addresses the needs and competencies of five key stakeholders: (1) players; (2) game developers; (3) educators and researchers; (4) represented communities; and (5) cultural institutions. Video game spaces are mainly designed to create entertaining products, but even COTS games have potential educational and cultural features, such as the promotion of real-life locations and tangible and intangible heritage. This paper argues that fostering media literacy among developers and players can not only support the creation of more culturally aware game worlds but also strengthen the educational use of games within technology-enhanced learning environments. In synthesising and reconfiguring existing theoretical models, the framework offers new insight into the relationship between media literacy and cultural heritage in games, and identifies directions for future empirical research.