The L1 studies indicate positive findings with mainly commercial games in relation to writing, multimodal production, critical literacy, and, partly, to reading. Our findings indicate widely different patterns from utilising diverse game aspects, theories, and research methodologies in relation to the two different subject areas, which show that they are less convergent than what often is suggested in research that compares the two subjects in a globalised world. In this comparative systematic review, we analyse how the use of digital games inside and outside school settings might support primary and secondary students’ literacy and language learning in relation to first language (L1) and second language (L2) educational contexts. By guest on Octo Downloaded from by guest on Octo Downloaded from by guest on Octo Downloaded from by guest on Octo Downloaded from by guest on Octo Downloaded from by guest on Octo Downloaded from by guest on Octo Downloaded from by guest on Octo Downloaded from by guest on Octo Downloaded from by guest on Octo Downloaded from by guest on Octo Downloaded from by guest on Octo Downloaded from by guest on Octo Downloaded from by guest on Octo Downloaded from by guest on Octo Downloaded from by guest on Octo Downloaded from by guest on Octo Downloaded from by guest on Octo Downloaded from by guest on Octo Downloaded from by guest on Octo Downloaded from by guest on Octo Downloaded from by guest on Octo Downloaded from by guest on Octo Downloaded from by guest on Octo Downloaded from by guest on Octo Downloaded from by guest on Octo Downloaded from by guest on Octo Downloaded from by guest on Octo Downloaded from by guest on Octo Downloaded from by guest on Octo Downloaded from
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