One emerging multimodal meaning concept I’d like to highlight is Learning Games — interactive digital or physical experiences that use multiple modes of meaning-making (text, sound, image, spatial design, movement, and interactivity) to support learning. Learning games don’t just present knowledge; they immerse learners in doing, deciding, and reflecting. They combine visual, linguistic, and kinesthetic modes to create deep engagement, problem-solving, and collaboration.

In multimodal theory, learning occurs through “designs of meaning,” where learners actively make meaning across different modes (Cope & Kalantzis, 2017). Games are perfect examples of this: they require reading (linguistic), viewing (visual), listening (audio), and acting (gestural). Together, these modes form a rich semiotic environment where understanding develops through experience, not just explanation.

Example in Practice:
A great case is Minecraft: Education Edition (https://education.minecraft.net/). In this sandbox environment, students can build historical landmarks, simulate ecosystems, or solve math puzzles collaboratively. For example, in a science lesson, learners might design sustainable cities using in-game resources—combining spatial reasoning, collaboration, and environmental literacy. The platform integrates visual design, narrative building, and digital interaction, making learning multimodal, creative, and inquiry-driven.

Why It Matters:
Learning games transform traditional instruction into participatory experiences. They embody the affordances of e-learning ecologies—such as ubiquitous learning, metacognitive reflection, and collaborative intelligence. By engaging multiple literacies, games promote inclusivity and allow learners with diverse strengths to express understanding in different ways.

References:

Cope, B., & Kalantzis, M. (2017). E-Learning Ecologies: Principles for New Learning and Assessment. Routledge.

Gee, J. P. (2003). What Video Games Have to Teach Us About Learning and Literacy. Palgrave Macmillan.