In Jeanette Armstrong’s article ”Sharing One Skin” the author describes the Okanagan worldview on land, community and self. The Okanagan's believe that humans have four selves; Physical, Emotional, Thinking-Intellectual, and Spiritual. They value emotional bonds, language, and preserving Earth. The modern world disrupts communal bonds, leading to a loss of humanity. “We share more than a place, we share a physical tie that is uniquely human”

The article “How Place Names Impact the Way We See Landscapes” by B. Toastie suggests that stories behind place names play a crucial role in shaping our perception and connection with landscapes. Indigenous place names, in particular, are not just labels, but are deeply intertwined with stories, teachings, and a sense of belonging. Carrying a profound cultural and spiritual significance. Overall, place names represent the relationship between people and land. “We live in a world populated by places named for colonizers.”

Growing up in a traditional pueblo village during the 1950s, the author lived with his grandmother in a house without electricity or modern conveniences. Though life was simple, it was comfortable and their community was close. However, attending boarding school and learning English caused the author difficulty in maintaining their traditional upbringing to the demands of the white man’s world. “There was no choice left but to compete with the white men on their terms.”

Also known as the Meriam report, commissioned to conduct an independent assessment of boarding schools nationwide, the report brought to light systemic flaws within the Indian Boarding School system. Contrary to their intended goals of assimilation, these institutions were found to be deeply flawed, with issues ranging from insufficient food to overall deficiencies in their operations. The Meriam Report shed light on the failures of assimilation policies and practices that had been implemented, underscoring the urgent need for reform in the education of Native American communities.

This research article discusses the use of video games and game-based learning in promoting sustainable education in higher education within Europe. The study identified benefits such as increased awareness of environmental issues, improved understanding of content, and fostering of collaborative work. The research highlights the need for more studies to assess the effectiveness of game-based learning in promoting Sustainable Development Goals (SDGs) in higher education. Overall, these approaches have the potential to contribute to a more equitable and sustainable world through transformative educational practices.

This research article explored video games, gamification, and game-based learning with sustainable education in the context of higher education in Europe. The study, conducted through a systematic review following the PRISMA methodology, analyzed nine selected articles published between 2019 and 2023. The results indicate that the use of games moderated by technology contributes to education for sustainability, promotes educational inclusion, and enhances various social skills. The research highlights a growing interest in the topic, with an increase in publications between 2019 and 2023. However, it identifies research gaps and emphasizes the need for more evidence to understand the learning benefits of game-based learning in higher education. The study calls for further exploration of pedagogical approaches, learning theories, and game design principles to guide educators in effectively implementing these strategies in the classroom.

This article by Daniel Camuñas-García highlights the importance of using interactive digital media, particularly video games, to engage young people with cultural heritage. The authors provide a framework for creating and analyzing cultural heritage games, which can help to promote new ways of communicating cultural heritage, develop new methods of participation in culture, and potentially alter behavior to influence social change. The article also emphasizes the potential of video games to serve as a new channel for cultural heritage communication and education, and provides insight into how games can be designed effectively to achieve this goal.

This article discusses a language revitalization project with the Northern Arapaho community, focusing on utilizing virtual reality (VR) technology to document and preserve the Arapaho language, particularly stories related to hunting and animal migration. The project, supported by a National Science Foundation grant, faced challenges during the COVID-19 pandemic, prompting the development of a mobile VR application to facilitate remote language elicitation sessions with elders. The elders' involvement was pivotal, providing a deeper decolonization of the research methodology. The article emphasizes data sovereignty, detailing procedures to ensure ownership, storage, and access to the collected materials by the community. The project aims to create VR language applications and games as authentic cultural experiences, challenging conventional perspectives on Indigenous landscapes and identities. The conclusion reflects on the contrasting names assigned to a landscape by nonnative anthropologists and the Arapaho, highlighting the importance of Indigenous perspectives in understanding and naming their cultural spaces. Ultimately, the article outlines a blueprint for scholars engaging with tribes and grant agencies in VR-based language revitalization efforts.

In this video, Michael Running Wolf and Caroline Running Wolf discuss the future of technology in language preservation. They discuss their vision to use AI and XR to create immersive learning environments. They discussed the importance of language preservation in the United States. They use examples of work done in China, where they conducted a study teaching children languages through video games. They discussed the work also conducted in Canada, where they also used VR systems to create an immersive learning environment for children. 

This study review titled “Student Game Design as a Literacy Practice: A 10-Year Review” showcased how game design can be used to improve learning for K-12 students. The research analyzed 30 studies conducted within schools over a period of ten years and identified ways in which game design can be employed in different subjects to enhance learning. This study also highlighted the potential challenge for students could occur, such as the lack of access to technology in rural communities. Overall, this study review demonstrated how video games can be used to enhance literacy learning.

This video stressed upon the importance of integrating language into media and technology to preserve native languages. Lorreta Todd, a Canadian film director, and author and other Canadians presented on the panel, highlighting the need for accessibility of technology within reservations. They discuss their work towards advocacy for communities in shaping technology to better serve their cultural practices. The panel highlighted their experiences and ideas on how to tailor technology to safeguard culture, a way for tribes to keep sensitive information within their communities.

 Interactive technology is shown to be an effective solution for developing English as a foreign language, based on the data provided from multiple studies in the Qassim Region. As a high number of students and families within the selected region had access to technology, the study was able to gain a better understanding of this research topic. Although the research article provides convincing evidence of the effectiveness of using interactive technology within educational institutions to teach foreign languages, the authors highlight the need for more research to be conducted on this topic, while also promoting the increase of technology within schools.