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No part of this book may be used or reproduced in any manner whatsoever without written permission except in the case of brief quotations embodied in critical articles or reviews.  \nFirst published in hardcover in 2003 by Palgrave Macmillan  \nFirst PALGRAVE MACMILLAN™ paperback edition: May 2004  \n175 Fifth Avenue, New York, N.Y. 10010 and  \nHoundmills, Basingstoke, Hampshire, England RG21 6XS.  \nCompanies and representatives throughout the world.  \nPALGRAVE MACMILLAN is the global academic imprint of the Palgrave Macmillan division of St. Martin's Press, LLC and of Palgrave Macmillan Ltd. Macmillan® is a registered trademark in the United States, United Kingdom and other countries. Palgrave is a registered trademark in the European Union and other countries.  \nISBN 1-4039-6538-2  \nLibrary of Congress Cataloging-in-Publication Data  \nGee, James Paul.  \nWhat video games have to teach us about learning and literacy / James Paul Gee.  \n[p. cm](p. cm).  \nIncludes bibliographical references and index.  \nISBN 1-4039-6538-2  \n1. Video games—Psychological aspects. 2. Computer games—Psychological aspects. 3. Learning, Psychology of. 4. Visual literacy.  \n5. Video games and children. I. Title: What video games have to teach us about learning and literacy. II. Title.  \nGV1469 .3 .G44 2003  \n794.8’01’9—dc21  \n2002038153  \nA catalogue record for this book is available from the British Library.  \nDesign by Letra Libre.  \nFirst PALGRAVE MACMILLAN paperback edition: May 2004  \n10 9 8 7 6 5 4 3 2 1 Printed in the United States of America.  \nv v v  \nI dedicate this book to my six-year-old son, Sam. I originally tried to play his computer games so I could teach him how to play them, but in the end, things worked out just the reverse and he taught me how to play. More, he taught me to take learning and playing games seriously, all the while having fun. I also dedicate the book to my twenty-two-year-old son, Justin. He didn’t play computer or video games much as a kid, though he had no trouble thoroughly trouncing me when we last visited an arcade. Justin’s early fascination with StarWars was my first guide, Sam’s with Pokemon, my second guide, to the powerful and creative learning people can bring to the aspects of “popular culture” with which they choose to identify and which they often choose to transform for their own ends. The children, teenagers, and neotenic adults, including my identical twin brother, and now myself, who play computer and video games were my third.  \nv v v  \nThis page intentionally left blank  \nCONTENTS  \n1. Introduction: 36 Ways to Learn a Video Game 1  \n2. Semiotic Domains:  \nIs Playing Video Games a “Waste of Time”? 13  \n3. Learning and Identity:  \nWhat Does It Mean to Be a Half-Elf? 51  \n4. Situated Meaning and Learning:  \nWhat Should You Do After You Have  \nDestroyed the Global Conspiracy? 73  \n5. Telling and Doing:  \nWhy Doesn’t Lara Croft Obey Professor Von Croy? 113  \n6. Cultural Models:  \nDo You Want to Be the Blue Sonic or the Dark Sonic? 139  \n7. The Social Mind:  \nHow Do You Get Your Corpse Back After You’ve Died? 169  \n8. Conclusion: Duped or Not? 199  \nAppendix: The 36 Learning Principles 207  \nReferences 213  \nIndex 221  \nThis page intentionally left blank  \n1  \nINTRODUCTION:  \n36 WAYS TO LEARN A VIDEO GAME  \nI WANT TO TALK ABOUT VIDEO GAMES—YES, EVEN VIOLENT VIDEOgames—and say some positive things about them. By “video games” I mean both games played on game platforms (such as the Sony PlayStation 2, the Nintendo GameCube, or Microsoft’s XBox) and games played on computers. So as not to keep saying “video and computer games” all the time, I will just say “video games.” I am mainly concerned with the sorts of videogames in which th","cbCaih1AgcMYrCPb","https://ap.wps.com/l/cbCaih1AgcMYrCPb","pdf",1446361,232,"English","# Introduction: 36 Ways to Learn a Video Game\n## Semiotic Domains: Is Playing Video Games a “Waste of Time”?\n## Learning and Identity: What Does It Mean to Be a Half-Elf?\n## Situated Meaning and Learning: What Should You Do After You Have Destroyed the Global Conspiracy?\n## Telling and Doing: Why Doesn’t Lara Croft Obey Professor Von Croy?\n## Cultural Models: Do You Want to Be the Blue Sonic or the Dark Sonic?\n## The Social Mind: How Do You Get Your Corpse Back After You’ve Died?\n## Conclusion: Duped or Not?\n## Appendix: The 36 Learning Principles\n## References\n## Index","[{\"question\":\"What is the book’s main argument about learning and literacy?\",\"answer\":\"It argues that literacy and thinking are primarily social achievements. Meanings are shaped by how people read and interpret in specific contexts rather than by reading or thinking “in general.”\"},{\"question\":\"How does the author define “video games” in the introduction?\",\"answer\":\"“Video games” includes games played on game platforms and games played on computers. The focus is often on players taking fantasy roles in elaborate worlds, solving problems, and building or maintaining complex entities.\"},{\"question\":\"Why does the book compare reading and thinking to video game learning?\",\"answer\":\"Because both reading and thinking depend on perspectives and ways of interpreting. Different people can frame the same text or world differently, just as they can interpret actions and meanings in multiple ways.\"}]","What Video Games Have to Teach Us About Learning and Literacy - Introduction - 36 Ways to Learn a Video Game | PDF",1791924640,81]