Game Experience Summary:
I don’t usually play online games computer games so I tried “William and Sly” (http://www.kongregate.com/games/Kajenx/william-and-sly). The game was fun for a bit, but the task that Sly, the fox you play as, was asked to do by his friend William was just too easy. Sly had to collect some “fairyflies” to fix the teleport system around the map. The rainy forest is fun to explore and jump around for a bit, but then it became tiresome. It really couldn’t compare to more complex games on the computer or other gaming console.
Summary:
In Semiotic Domains: Is Playing Video Games a Waste of Time?, James Gee makes the compelling argument that video games are not a waste of time through the argument of “semiotic domains”. Gee initially points out how there are many types of literacy’s, and states that once one realizes the “multiplicity of literacy… we must think beyond print” and look at it being symbolic and representational (19). With the example of a six-year-old boy playing a game called Pikmin, Gee points out that there can be alternative ways to think about learning then just attaining content related to intellectual domains or academic disciplines. Content can be learned, however cannot necessarily be applied… when one learns a new semiotic domain in an active way, rather than passive, they experience the world in new ways, form new affiliations, and gain preparation for future learning (24). This active learning, however, needs the learner “to think about the domain at a ‘meta’ level as a complex system of interrelated parts”, which is critical learning (25).
Gee’s arguments seem intended to persuade those that think video games really are just a waste of time because his points state the contrary. With the Pikmin example, the six-year-old boy actively learns as he reads situations and produces movements to act accordingly to that situation. However, when he recognized changes in the environment and music and adjusted his strategy, he was thinking of the game as a system as a system in which he could use strategies that were unanticipated even by the game’s creators, which is critically learning. This type of active and critical learning allows those playing video games to acquire the benefits of experiencing the world in new ways, gaining the potential to collaborate with a new affinity group, develop resources for future learning and problem solving, and learn how semiotic domains engage and create certain relationships of society (38). Gee sums up his argument that in doing so, one realizes that there really is more to video games than just the content. The internal design of the game and the interactions with other players encourage and facilitate both active and critical learning, therefore video games cannot be looked at as merely a “waste of time”. Finally, Gee’s arguments can be summed up with his five learning principles: active/critical learning, design, semiotic, semiotic domains, and metalevel thinking about semiotic domains.
Inquiry:
Although I didn’t realize the “complexities” of my behaviors as I play video games, I have to agree with Gee’s points about how video games cannot be treated as a “waste of time”. While playing Call of Duty, I know many people strongly feel the violence and game play are unwarranted and any time spent playing is just unproductive. However, by applying Gee’s learning principles, one should realize that there really is more to it. The environment encourages one to not just know basic controls, but to understand the landscape; to understand the design of the game; to recognize the importance of working with others and finding ways to outsmart opponents; and allows for people to critically think of strategies either with other teammates or by themselves. I’m not arguing that this will necessarily help me in the real world, however I want to stress that there really is more to a game than just its content. Gee’s points did argue this and prompted a few questions:
1. In your experience with video games, even if from just today’s assignment, would you agree or disagree that video games are just “meaningless play”? (22)
2. Do you think that video games could ever “lead to critique, innovation, and good or valued thinking and acting in society? (38) How could it and why or why not?
3. What do you think of James Paul Gee’s five learning principles? Which do you most agree with?
4. What do you think of Gee’s thoughts on the word “literacy”? How do you think it could connect with other concepts of “new media” we’ve talked about in class?
Posts
In response to the first question, before reading Gee’s analysis I have definitely been a part of the group that believes videogames are a waste of time. I have never been a gamer, as I’ve said before, and therefore never really spent any significant amount of time on gaming. However, I have spent some time gaming and have friends who do. After reading Gee’s analysis on videogames my perception has completely changed. I do believe that if video games involve the player in “learning actively and critically” then there is merit and skills that the player can use for other semiotic domains (37). In my experiences, the games that I’ve played increase in difficulty for each higher level (like Gee’s Pikmin example) and force the player to use past skills to adhere to new situations. This sort of learning is something that is seen in school in almost any class, and therefore supports Gee’s thoughts on semiotic domains being precursors for other domains. In conclusion, I disagree that video games are “meaningless play”.
ReplyDeleteAnswering 1: I absolutely agree gaming is not simply meaningless play. I've been a fan a video games since I was a child--I had an older brother, and getting the Sega Genesis with Sonic 2 for Christmas was a highlight of my youth. It's been amazing seeing how gaming technology has skyrocketed in the 15 years since I first started playing, but also being an avid watcher of the Angry Video Game Nerd (google it, he's so funny) how platforms worked in the 80s-90s is just...crazy. Sadly, I do feel kids today take for granted what they have, and I believe it is a valid argument some have that kids spend "too much time" playing in these digital worlds; everyone needs healthy breaks.
ReplyDeleteFirst I would like to say that you made a good point with the Call of Duty game. A player may not realize what they are learning through their game play but there are semiotic skills attained. In regards to the first proposed question I would argue that they are not “meaningless play.” I believe that lessons can be learned from the meanings within the domain of games. No matter what function we are performing, we are learning. “Something is always connected, in some way, to some semiotic domain (230).” When you sit down to play a video game your intentions may not tie to the real world but the interactions within the game with multiple players and strategy is teaching a lesson. It is exercising brainpower and developing tactics. Games have expanded to various audiences, so much so that there are video games that teach basics and life skills. The Wii even makes video games a work out! So yes video games can constitute as “active learning.” As far as it being critical learning I would disagree. I think that critical learning incorporates application. Video games do not teach that perspective. They are escapes from reality and as we’ve learned we can mold our avatar into a different persona.
ReplyDeleteI chose to play The Game of Life online. My favorite all time game! It uses 3-D characters and is highly entertaining. It doesn’t require a lot of unnecessary thinking and is a definite laugh. Check it out!
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