Digital Games and Learning Perspectives - IP #1

In the article, Cats and Portals: Video games, learning, and play, James Gee asserts that the use of play and discovery encourages learning in deeper ways than one may receive in traditional educational settings. He compares the provision of new tools in video games to the curiosity of cats as they explore their environment, leading to new outcomes and possibilities for the player. The interactions in video games act as a stepping stone for further learner development as they gain game-specific specialized and generalized knowledge that give them the tools and ability to further debate, research and participate with other players, creating what Gee refers to as Pro-ams. Gee argues that this learner development turns the traditional teaching model around; giving learners the practical tools and application of their knowledge before asking them to explicate it. He insists that play can lead to the development and growth of new toolsets, which in turn provide the learner with new perspectives on possible realities (Gee, 2008). Gee discusses the value of play and the curiosity and determination surrounding mastering or further interacting with a video game, what role can schools or traditional educational institutions play in fostering the skills needed to effectively act on this curiosity during play?

Elisabeth Gee and James Gee write, in Games as distributed teaching and learning systems, the role of video games in supporting learners outside of school by providing them spaces of interaction. They contrast games and virtual spaces with literacy and books, in that the former provides a learner an environment that can 'talk back', creating a situation of cause and effect that a learner can learn in and from. Gee and Gee show how the ecosystem of affinity spaces, often created by players, supports the passions of emerging players by linking them to various aspects and tools surrounding a particular game, creating a vibrant DTAL system. They seem to claim the use of virtual environments are highly effective throughout a learners journey because of their similarity in our human ability to create various simulations in our minds. They suggest the development of a personal curriculum, powered by curiosity and passion, is the true value of DTAL systems, however the depth at which a learner can experience is dependent on various socio-economic factors (Gee & Gee, 2017). Although Gee and Gee claim use of DTAL systems provide powerful ways of fostering learning and teaching in informal settings, what methods of moderation do they see play into an effective DTAL system to ensure accurate and factual resources and claims are being shared?

In both articles the authors emphasize the use of language and vocabulary as essential tools to delve deeper into the communities surrounding the video games, creating the foundational learning necessary to further the players learning journey and exploration. James Gee in Cats and Portals suggests that the learning involved with play can lead to the development of real world skills as an alternative to learning done in schools, he and Elisabeth Gee go on to make the case for DTAL systems, inspired by video games, as a supplement to in school learning, in Games as DTAL systems.

References

Gee, J. P. (2008). Cats and portals: Video games, learning, and play. American Journal of Play, 1(2), 229.

Gee, E., & Gee, J. P. (2017). Games as distributed teaching and learning systems. Teachers College Record, 119(11).