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Interdisciplinary approach to the didactic conceptualization of video games as a pedagogical tool: а literature review // Pedagogical Review. 2026. Issue 1 (65). P. 184-192

The article considers an interdisciplinary approach to understanding video games as a pedagogical tool, based on the synthesis of philosophical and psychological research. The authors shows that the philosophy of video games allows us to interpret them as a cultural phenomenon that shapes identity, value systems, and social narratives, while psychology reveals the influence of game mechanics and plots on cognitive processes, communication skills, and the emotional state of students. The theoretical significance of the study lies in the comprehensive analysis of video games as a socio-cultural phenomenon that can act not only as a means of leisure, but also as an educational and training tool that influences the formation of critical thinking, creativity, empathy, and interaction skills. The practical significance of the work is expressed in the development of recommendations for the pedagogically appropriate use of video games. In particular, it is proposed to take into account the plot-narrative and game mechanics of video games, their availability for group activities, the ability to form moral guidelines and social roles, as well as the need for age differentiation and control of gaming activity. The authors emphasizes that even video games with destructive elements can have didactic potential with proper pedagogical interpretation and support. The conducted analysis confirms that the integration of video games into the educational process contributes to the development of meta-subject and personal competencies, the formation of stable ethical attitudes and skills of joint activities. The need for pedagogical and parental control aimed at minimizing negative effects – gaming addiction, aggressive behavior, substitution of real gaming practices with virtual analogues – is revealed. An interdisciplinary analysis of philosophical and psychological sources demonstrated that the didactic understanding of video games opens up prospects for updating the methodology of teaching and education, includes modern digital practices and technologies in the pedagogical process. The work is addressed to teachers, psychologists, philosophers of education and researchers interested in finding forms of using digital technologies in teaching, and lays the foundation for further scientific discussions on the phenomenology of video games and their pedagogical potential.

Keywords: video game, computer game, interdisciplinary approach, psychology of video games, philosophy of video games, video games and pedagogy, game pedagogy, edutainment