With technological advancement, digital play is increasingly popular as digital games appeal to all ages but are particularly attractive to youths and children. It is useful to develop a deeper understanding of digital play and to explore ways in which caregivers can guide young people in their play to recognize and develop different types of learning. This article attempts to address these issues through proposing a metalanguage for digital play. The theoretical orientation adopted in this article is that of social semiotics and critical multiliteracies. Our focus is on harnessing the affordances of digital play for learning by systematizing them into a metalanguage based on social semiotic theory that models the meaning potential of semiotic resources into the representation, engagement, and organization functions. From the metalanguage, the pedagogical implications or a set of principles of using digital play for learning in the classroom context are discussed.

随着技术的进步，数字游戏越来越受到人们的欢迎，因为数字游戏吸引了各个年龄段，但对青少年和儿童尤其有吸引力。深入了解数字游戏并探索照顾者可以指导年轻人玩耍的方法，以认识和发展不同类型的学习非常有用。本文试图通过提出用于数字播放的元语言来解决这些问题。本文采用的理论取向是社会符号学和批判多元文学的取向。我们的重点是通过基于社会符号理论将数字游戏的功能系统化为一种元语言，从而利用数字游戏的学习功能，该社会语言理论将符号资源的潜在潜力建模为表示，参与和组织功能。从元语言，