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Top1. Introduction
The benefits for educators of technology-related competences have been pointed out by researchers on numerous occasions (Cunningham, 2000; Lam, 2000; Rakes & Casey, 2002; Baumann et al. 2008; Krumsvik, 2008; Comas-Quinn, 2011; Fullan & Langworthy, 2014, and Pettersson & Olofsson, 2019), even taking us back to the origins of Computer-Assisted Language Learning (CALL) in Second-Language Acquisition (SLA). The OECD 2030 paper defines these competences as key to meeting the challenges of a volatile, uncertain, complex, and ambiguous world, harnessing digital tools and artificial intelligence (European Council, 2018; OECD, 2018; Caena & Redecker, 2019). As noted by Chapelle (2003), CALL offers second-language learners the opportunity to receive enhanced input outside the classroom, but Kukulska Hulme (2005) argues that some of the devices available to learners are simply not designed for educational purposes, which makes it difficult for teachers to use them. It is important to mention that computers have changed the role of the teacher (Cunningham, 2000), the source of information now being information technology and the teacher being a facilitator of learning with the latter requiring from teachers not only technology-related literacy such as computer-, information, multimedia-, and computer-mediated communication literacies (Berge, 1995; Warschauer, 2002, 2008;) but also aiming at blending both technology and content components (Mishra and Koehler, 2008; Chen, 2008; Chen, 2020). According to Li (2012) teachers are more likely than game designers to propose educational games that align pedagogical objectives, curriculum standards and students’ needs because building an educational game is, in itself, a pedagogical process. As pointed out by Theodosiou and Karasavvidis (2015), if pedagogical experts want games to be more educational, they should get actively involved in their design themselves. This would, ideally, result in game designers and teachers combining their expertise and turning out games that are both entertaining and educationally efficient at the same time (Marne et al., 2012).