What Video Games Have To Teach Us About Learning And Literacy Audiobook

What Video Games Take to Teach United states Near Learning and Literacy.
Start edition
Writer	James Paul Gee
Country	U.s.a.
Language	English language
Field of study	Education and Gaming
Publisher	Palgrave Macmillan
Publication date	May sixteen, 2003
Media blazon	Print (Hardcover and Paperback) and sound-CD
Pages	256
ISBN	978-1403984531

What Video Games Have to Teach Us Nigh Learning and Literacy is a book by James Paul Gee that focuses on the learning principles in video games and how these principles tin be practical to the K-12 classroom. Video games can be used equally tools to challenge players, when they are successful. They motivate players to persevere and simultaneously teach players how to play the game. These games give a glimpse into how one might create new and more powerful ways to learn in schools, communities, and workplaces. Gee began his piece of work in video games by identifying xxx-half dozen learning principles that are present in—but not exclusive to—the design of good video games. He further argues for the application of these principles into the classroom environment. What Video Games Teach United states of america about Learning and Literacy is a call to educators, teachers, parents and administrators to change the approach to pedagogy.

Summary [edit]

Gee began playing video games when his (then) 6-yr-old son needed assistance playing the problem-solving game Pajama Sam. When he discovered how much enjoyment his son had and how much attention and fourth dimension he spent solving the game'southward problems, Gee decided to outset playing video games on his own and began to analyze what makes people spend time and money on video games. To his amazement, proficient video games were "hard, long, and circuitous", and he often had to use exterior resource to learn things needed to complete the game. Nonetheless, when a game is as well easy and/or as well curt, players do not feel compelled past it and they simply will not continue playing it. The new challenges, learning potential, and consistent struggles of these games also make video games motivating and entertaining for the user.

Gee takes a personal approach to explaining how the immersive, interactive globe of a video game engages the thespian in means that formal education may fall short. He argues that players practice not commonly read the transmission before playing a game—they play the game and then look at the transmission. He suggests that, in essence, this is what is required of students when they are asked to read a textbook earlier the information is put in context—before they get to play 'the game.'^[1] Gee takes an optimistic view of video games, gathering a listing of learning principles commonly constitute in these games.^[2] He challenges the assumption that video games are a waste of time and points to ways in which, when played in an environs that fosters disquisitional thinking, video games tin can become fantabulous teaching tools.^[3] He likewise points out that games are not piece of cake and that it is precisely their challenging nature that keeps the player involved. Gee suggests that if students in formal educational environments had the ability to build their own noesis, every bit players in a game do when they shell a level, more progressive learning would follow rather than the frustration that is often felt past students in academic settings.^[4]

Some of the learning principles that good games incorporate include: identity development, interactive approaches, pupil production, hazard-taking, individual customization, personal agency, well-ordered issues, challenges and consolidation, "just-in-time" and "on demand", situated meanings, systems thinking, active exploration, thinking laterally, rethinking goals, using smart tools and distributed knowledge, engaging in cross-functional teams, and encouraging operation before competence.^[v]

Learning principles [edit]

Learning and semiotic domains [edit]

Active, Critical Learning Principle: Every aspect of the learning environment should be ready to encourage agile and critical learning, instead of more traditionally passive learning environments. Active learning requires the learner to understand and use pattern grammars of the semiotic domain in which he/she is learning. Critical learning has occurred when the learner can engage with, reflect upon, critique, and change elements of the design.
Design Principle: Learning about design principles and appreciating the design.
Semiotic Principle: Identifying, understanding, and appreciating the relationships across symbol systems. Symbols may include words, images, actions, artifacts, etc.
Semiotic Domains Principle: Mastery in a semiotic domain so that i can participate in the appropriate community of practise. A semiotic domain uses a given modality (images, equations, symbols, etc.) to communicate messages to others. Examples of semiotic domains include cognitive psychology, first-person shooter games, and cellular biological science.
Meta-Level Thinking nigh Semiotic Domains Principle: Learners can critically recollect about the relationships betwixt multiple semiotic domains. For case, how do the concepts found in Cognitive Psychology relate to First Person Shooter Games?

Learning and identity [edit]

"Psychosocial Moratorium" Principle: The real-globe consequences practice not be, allowing learners to take greater risks. For example, in gaming worlds learners are able to "try-out" dissimilar identities relating to gender, ethnicity, and fifty-fifty species. Similarly, gaming environments allows learners to brand multiple attempts towards a given reward (i.e. new level, boss) without any real-world consequences. This creates a safe space for the learner to fully engage with the environment.
Committed Learning Principle: Learners will participate in extended engagements equally an extension of their real-world identities in relation to their virtual identities. The learner feels a delivery to continue their try and exercise.
Identity Principle: The learner is able to choose multiple identities in such a way that they can reverberate upon "new" and "sometime" identities. Gee specifically identifies that learners accept a real-world identity, a virtual identity, and a projective identity.
Self-Knowledge Principle: The learner learns about themselves and their potential range of skills, in a cocky-reflective process.
Distension of Input Principle: The learner is able to put in a small input, but receives a much larger output. This principle examines how much effort is demand by the learner to receive some advantage.
Achievement Principle: The learner needs intrinsic rewards that are tailored to that learner's level, effort, and mastery of the content.

Situated significant and learning [edit]

Practice Principle: Learners need a great bargain of practise in a context where they are engaged with the material, non bored with it.
Ongoing Learning Principle: The learner volition go through cycles of learning new material, automatizating the material, undoing some automatization, and reorganizing the automatization.
"Authorities of Competence" Principle: The learner can part at the outer border of his/her understanding to make concepts feel challenging, simply not impossible.
Probing Principle: We learn by engaging with the world, reflecting on our actions, forming hypotheses, re-probing the world, and so accepting or rethinking these hypotheses.
Multiple Routes Principle: Learners are given a range of paths to pursue frontward, in which the learner tin choose based on his/her strengths, weaknesses, and specific learning styles.
Situated Meaning Principle: All of the meanings of signs are situated in embodied experiences of the learner.
Text Principle: Texts are not just understood by agreement the words in the text, but by understanding the texts through experience.
Intertextual Principle: Learners understand connections between texts by understanding, through feel, the meaning of some texts and relating that meaning to other related texts.
Multimodal Principle: Meaning is learned through multiple modalities besides words (e.g., sounds, images).
"Material Intelligence" Principle: Tools, technologies, material objects, and the surround concur information that a learner can access through interaction.
Intuitive Knowledge Principle: Noesis that cannot necessarily be verbalized, such equally the cognition gained through practicing a task, is valuable.

Transfer of knowledge [edit]

Subset Principle: Learning first occurs in a simplified subset of the real domain.
Incremental Principle: Learners create connections in earlier, easier stages that help them in later, more than difficult stages.
Full-bodied Sample Principle: The learner gains experience with fundamental concepts/deportment early on and so that south/he can learn them well.
Bottom-Up Basic Skills Principle: Basic skills are learned in context.
Explicit Data On-Demand and Only-In-Time Principle: Information is provided at crucial times to maximize proper responses.
Discovery Principle: The learner is told very little explicitly, and is instead allowed to explore and find on his/her ain.
Transfer Principle: Learners are given the opportunity to employ learning from earlier stages to after stages.

Cultural models [edit]

Cultural Models Well-nigh the World Principle: Learners can reverberate on their cultural models in a fashion "exterior" their real world identities.
Cultural Models About Learning Principle: Learners can reflect on their cultural models regarding learning and themselves as learners in a manner "outside" their real world identities.
Cultural Models Near Semiotic Domains Principle: Learners can reverberate on their cultural models regarding particular domains they are learning about in a manner "outside" their real globe identities.

[edit]

Distributed Principle: Texts, tools, people, and engineering are networked so that information is distributed amongst them.
Dispersed Principle: The learner shares knowledge with others who s/he may never meet face to face.
Analogousness Group Principle: Learners form groups with shared identities, goals, and practices rather than by race, gender, or nationality.
Insider Principle: The learner contributes to the game and is not just a passive consumer.

Critical reception [edit]

Gee's book was generally well received by critics as an ambitious project that was "thoughtful, unique, and impassioned."^[6] Yet, Gee does not escape criticism. Primarily, he was criticized for his failure to recognize other scholars working in similar fields of gaming theory, specifically Janet Murray'south theories about agency and identity in games and Thomas Malone'southward scholarship on motivation.^[7] Gee has also been criticized for relying besides much on his personal experiences as empirical evidence^[7] and for romanticizing the games he discusses.^[8]

Application of theory [edit]

Gee's book is used in Kimon Keramidas'^[9] argument explaining the learning processes of gamers. Some of the schema and elements that are used in game designing can be analogously used equally "frameworks for reconsidering the structures of classroom experiences, syllabi, and program evolution. "What we are learning from games (both creating and playing) can be used by teachers to raise their teaching and meliorate prepare students for engineering science-based society".^[9] Keramidas considers six game features (Jesper Juul's definition): rules, variable-quantifiable upshot, values assigned to possible outcomes, actor try, player fastened to result, and negotiable consequences to compare games with learning systems.^[10] Rules (a key component of any games) are very important in creating a good learning surroundings. The outcomes that a histrion achieves while playing a game are what makes playing games compelling and interesting; outcomes in educational activity (both grades, and corporeality of knowledge that pupil will proceeds as a result of learning) are effective, merely if the syllabi and curricula are compelling to learners and the assignments that are used to measure students' learning motivate students. Students will learn when they put endeavor and time into their studies, and they will exist engaged in their learning if they believe that the possible outcome is worth their work and attempt. What student experience and learn in school cannot (and should not) exist separated from existent life, and students should be encouraged to understand that gaining knowledge is comparable with gaining rewards in games (negotiable consequences—actor is not mandated by the game rules in the real world but the consequences of gaming "may spill over" into the player'southward life).

Katie Salen promotes games equally a learning tool for the 21st century. She helped design and launch Quest to Learn^[11] where learning takes place past playing and exploring games. The curriculum is organized around the idea that "digital games are central to the lives of today's children and besides increasingly, as their speed and capabilities grow, powerful tools for intellectual exploration."^[12] Gee'southward ideas also form the basis of the work described in Matthew Barr's Graduate Skills and Game-Based Learning, where the author presents empirical evidence to back up Gee'due south theories on game-based learning.^[xiii]

Editions [edit]

Gee, James Paul. 2003. What video games have to teach us nigh learning and literacy. New York: Palgrave Macmillan.
Gee, James Paul. 2007. What video games have to teach u.s. near learning and literacy. Revised and Updated Edition. New York [etc.]: Palgrave Macmillan.

Encounter also [edit]

Educational game

References [edit]

^ Arts and crafts, Jason. "A Review of What Video Games Have to Teach U.s.a. Most Learning and Literacy". Currents in Electronic Literacy. Retrieved 13 March 2014.
^ Egenfeldt-Nielsen, Simon. "Review of James Paul Gee'southward What Video Games Have to Teach Us Nearly Learning and Literacy". Game Enquiry. Retrieved 13 March 2014.
^ Waldron, Emma. "What Video Games Have To Teach Us Nearly Learning and Literacy". NACADA.
^ Metzger, Jessie. "James P. Gee's What Video Games Have to Teach Us Nearly Learning and Literacy: A Review". Lifelong Learning.
^ Gee, James Paul. "Good video games and practiced learning." Phi Kappa Phi Forum, vol. 85, no. 2, (2005): 34-37
^ Waldron, Emma Leigh. "Volume review: "What Video Games Have to Teach United states of america Well-nigh Learning and Literacy"". NACADA. Retrieved 19 March 2014.
^ ^a ^b Egenfeldt-Nielson, Simon. "review of James Paul Gee's What Video Games Have to Teach Usa Well-nigh Learning and Literacy". Game Research. Retrieved nineteen March 2014.
^ Metzger, Jessie. "James P. Gee's What Video Games Have to Teach Us Near Learning and Literacy: A Review". Retrieved 19 March 2014.
^ ^a ^b Keramidas, Kimon (2010). "What Games Have to Teach Us About Teaching and Learning: Game Design as a Model for Form and Curricular Development". Currents in Electronic Literacy.
^ Juul, Jesper (2003). "The game, the player, the earth: looking for a heart of gameness".
^ Quest to Learn
^ Corbett, Sara. "Learning by playing: Video games in the classroom". The New York Times . Retrieved 19 March 2014.
^ Barr, Matthew (2019), "Gaming for Graduates", Graduate Skills and Game-Based Learning: Using Video Games for Employability in College Educational activity, Digital Pedagogy and Learning, Cham: Springer International Publishing, pp. 205–218, doi:10.1007/978-three-030-27786-4_8, ISBN978-3-030-27786-iv , retrieved 2021-05-17