Post # 3, Gee Chapters 1-2

    In the Western world, we are indoctrinated into a system of learning (called the hermeneutic method) that is not inherently natural for us. We go to class, we sit in front of a teacher who presumably has all the knowledge that we are seeking and all the knowledge we are told that we need to have in order to successfully navigate our lives in Western society. In this model of learning, the students are empty vessels that need to be "filled" with the knowledge of the teacher and various assigned texts and educational supplements.

     We are then tested on our knowledge and discouraged to fail.  This method of learning relies heavily on reprimands in the form of bad grades.  To be a good student one has to make as few mistakes as possible.  Once we have been sufficiently filled with knowledge, we are then expected to go out into the real world and execute all the knowledge and theories that we've learned in class.  This system of learning is hopelessly impractical and outdated in today’s world where there is such a profound emphasis on technology and multiple streams of ever-changing information. 
     
     A much more natural method of learning is the heuristic learning method.  The basic premise of this method is that you cannot acquire the knowledge of how to do certain things simply by taking notes in class, reading a book, and then taking a test on all the knowledge you’ve just acquired. In the heuristic learning method, in order to learn how to do something you have to actually attempt it. In this method, failure is not punished, but rewarded. Learning how to play a video game is a heuristic learning method, and therefore, a much more natural learning process than what we are traditionally taught in Western schools. 

     One of the many aspects of video games that make them the tools for learning is that video games stress strategic thinking and problem solving.  Another aspect of video games that make them good learning tools is that video games can teach people how to think from multiple perspectives and to read through various lenses. Gee provides an example of the MMORPG game World of Warcraft. In his example, Gee points out that he played as three distinctly different character types. Each persona that he appropriated required that he modify his actions and behaviors in the game in order to succeed. Finally, video games, particularly the multi-player varieties, encourage collaborative learning. When the act of learning becomes a group activity, the experience often yields better results than going about it alone.

   Active learning does more to imprint knowledge on the minds of students. There is no substitution for experience, and video games are excellent at providing experience within their specific semiotic domains. A semiotic domain is, according to Gee:

…any set of practices that recruits one or more modalities (e.g., oral or written languages, images, equations, symbols, sounds, gestures, graphs, artifacts, etc.) to communicate distinctive types of meanings. (19)

If we take into account that video games are semiotic domains, then we must also naturally see that video games are a form of literacy and that the many symbols, graphs, and various other images within a video game compose part of that game’s language. This language is multimodal, by definition a text that combines both images and text. In order to successfully play a game (it is important to point out that for the purpose of this entire premise, the words “play” and “learn” are synonymous) one must become familiar with and adept at the game’s language. Most games that I am familiar with start off with a tutorial that walks you step by step through the basic functions and actions of the game. By imputing specific button sequences at the necessary and/or proper times, the player is engaging the game world. The very best video games, however, take things a step further by requiring that their players also employ critical learning.

     An excellent game that comes to mind when I think about critical thinking in video games is Metal Gear Solid 4 for the Playstation 3. MGS 4 is a thrillingly realistic, detailed, and difficult covert espionage first person shooter. What sets it apart from other first person shooters is that, while you can theoretically function in the game on the basics of “see enemy, shoot enemy, repeat,” you won’t even make it past the first level if you rely on just this active engagement. You must think critically. You must take into account your enemies’ locations, their firepower, and often a time limit. Add to this the fact that your go-to weapon is a tranquilizer gun and that you are much more likely to succeed in your mission if you remain undetected by the enemies, and you can see how critical thinking in games has the potential to be a great learning method. You must learn to operate in MGS 4 by its rules while also stepping outside of the box and figuring out various means to succeed. So, too, must you do in the semiotic domains of education and life.

Questions:

1)      1) Gee says that our experiences with other people is what determines how we read a text. Do you think this is mostly because of  or in spite of those other people?

2)    2) Would more people be inclined to look favorably on video games if they had more experience with instructional forms such as flight simulators or military simulations?

3)    3)  If your child’s school wanted to replace all text books with educational games instead, would you be for or against this and why?