A missing player: the absence of Indigenous video games in schools

Abstract Whilst the use of video games in education is not an innovative field of study, the use of Indigenous video games is. Understanding how, and if, Indigenous developed video games are used in classrooms can aid in the identification of support for teachers and the benefits for students, particularly regarding colonial and decolonial discourse. Research in this space is limited, highlighting a significant gap in the literature. A two-stage scoping review of research regarding the application of Indigenous video games in schools was undertaken which also identified communities leading the way in this space. The analysis of captured literature identified North America, Aotearoa (New Zealand) and Australia yielded the most results in the use of Indigenous video games in education. A common theme amongst the research demonstrated the prevalence of settler colonial narratives within video games, and how Indigenous-made video games were pushing back against this rhetoric. These findings highlight the need for Indigenous-made video games to be used more widely within education to prompt critical thinking in students, especially in reference to colonial discourse in digital spaces. Additionally, due to curriculum priorities within settler colonies, Indigenous video games provide a way to incorporate Indigenous voices in classrooms.