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What Video Games Have to Teach Us About Learning and Literacy
''What Video Games Have to Teach Us About Learning and Literacy'' is a book by James Paul Gee that focuses on the learning principles in video games and how these principles can be applied to the K-12 classroom. Video games can be used as 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 work in video games by identifying thirty-six 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 Us about Learning and Literacy'' is a call to educators, teachers, parents and administrators to change the approach to pedagogy.
==Summary==
Gee began playing video games when his (then) six-year-old son needed help playing the problem-solving game Pajama Sam. When he discovered how much enjoyment his son had and how much attention and time he spent solving the game's problems, Gee decided to start playing video games on his own and began to analyze what makes people spend time and money on video games. To his amazement, good video games were "hard, long, and complex", and he often had to use outside resources to learn things needed to complete the game. However, when a game is too easy and/or too short, players do not feel compelled by 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 world of a video game engages the player in ways that formal education may fall short. He argues that players do not usually read the manual before playing a game—they play the game and then look at the manual. He suggests that, in essence, this is what is required of students when they are asked to read a textbook before the information is put in context—before they get to play 'the game.' Gee takes an optimistic view of video games, gathering a list of learning principles commonly found in these games. He challenges the assumption that video games are a waste of time and points to ways in which, when played in an environment that fosters critical thinking, video games can become excellent teaching tools. He also points out that games are not easy 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 knowledge, as players in a game do when they beat a level, more progressive learning would follow rather than the frustration that is often felt by students in academic settings.
Some of the learning principles that good games incorporate include: identity development, interactive approaches, student production, risk-taking, individual customization, personal agency, well-ordered problems, 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 performance before competence.〔Gee, James Paul. "Good video games and good learning." Phi Kappa Phi Forum, vol.85, no. 2, (2005): 34-37〕
抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』
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