Product Details

• Amazon Sales Rank: #1225900 in Books
• Published on: 2003-07-10
• Original language: English
• Number of items: 1
• Binding: Hardcover
• 256 pages

Synopsis
James Paul Gee begins his new book with "I want to talk about video games - yes, even violent video games and say some positive things about them". With this beginning, one of America's most well respected professors of education looks seriously at the good that can come from playing video games. Gee is interested in the cognitive development that can occur when someone is trying to escape a maze, find a hidden treasure and, even, blasting away an enemy with a high powered rifle. Talking about his own video gaming experience learning and using games as diverse as Lara Croft and Arcanum, Gee looks at major specific cognitive activities: how individuals develop a sense of identity, how one grasps meaning, how one evaluates and follows a command, how one picks a role model and how one perceives the world. This book takes up a new electronic method of education and shows the positive upside it has for learning. The audience for this book will be parents and teachers interested in finding out just what the hell is going on in their son or daughter's head while they're playing video games.

Customer Reviews

Epic book review
Gee is very much an academic, and this book, although largely readable, can be tough going in patches. He's a fan of computer games and the book extracts 36 learning principles from game playing to show us that games have much to teach us about learning. In this he succeeds, although a good third of his principles are debatable.

I warn you now; Gee is a disciple of the semiotic movement. This is the theoretical grounding for many of his 36 principles. However, if you're not a follower of 'semiotic domains' or 'text-internal relationships' you can cluster this stuff under 'media literacy'. Much is made of a new type of visual literacy in the form of symbols, images, video and so on. This is valid to a degree, but falls down somewhat when applied to the business of acquiring the skills of reading or writing, which have standard practices that must be learned in order to function in most professions and, indeed, in everyday life. However, even if you disagree with the sociological theorising, there is still much to gain from this book, as many of his principles stand alone from his semiotic theory. Gee is at least open and honest about his underpinning theory, pointing out that in three major areas 'many disagree with each one and, indeed, all three.'

The opening chapter is an excellent read as he takes the high ground on games, showing us their virtues, but few of their vices. It dips somewhat as the semiotic analysis takes hold, but if you persevere, the book is excellent in uncovering those key ingredients of computer games that have made them so successful - producing an industry that now makes more money than the film industry.

Again, like Prensky in Digital Game-Based Learning he's light on counter-arguments. Games may be wonderful, but are still unsuitable for many types of calm, reflective learning. He's also a little short on real recommendations about how games can be practically used in learning, making this a highly theoretical book with not much real, practical advice.

One thing I particularly liked, however, was the way he describes his experiences in learning how to play these games. As a digital immigrant (entered their world), rather than digital native (brought up in their world), he duly acknowledges that he finds games difficult; but his joy in mastering Deux Ex or Half Life is evident, and this voyage of discovery is accompanied by insightful reflections on their worth as learning experiences.

Another strength of the book is his observations on collaboration in games. People who do not play computer games often misunderstand this. They will never have used cheats, walkthroughs, read the magazines and visited game sites. Kids play games together online with people they have never met and engage in a rich community of practice (Gee prefers the term 'affinity group').

He handily lists his 36 principles in an appendix at the back, which is useful, and I'd recommend reading these first to get a feel for the strengths and weaknesses of the book. By abstracting out key principles he allows us to see how each can be applied in learning without committing to the full-on 3D virtual environment game. These principles cover learning to learn how to play games, lots of principles around success through failure, as well as exploding the myth that game playing is a solitary, anti-social affair.

This is an excellent, although altogether different, text from David Prensky's Digital Game Based Learning. It is essential reading along with Trigger Happy and Joystick Nation for those who are convinced, or need convincing, that games have much to offer education and training.

An interesting addition to the field
James Paul Gee's book 'What Video Games Have to Teach us About Literacy and Learning' contains a number of interesting ideas and opinions about how computer games can aid in education. This book interested me, since I am the Psychological Research Manager at Team Play Learning Dynamics (TPLD) a new company who design and develop educational computer games.
I welcome the fact that someone has taken up the challenge to examine this critical area and believe that it will be interesting for those who are new to the field of video games and for those who want to understand gaming, it is a good starting point.
However this book lacks a scientific basis and is primarily focused on Gee's individual experience of playing video games. Although Gee produces some interesting points I would like to see a more in-depth analysis of the cognitive processes that occur, from a larger sample basis. Overall I think the book is an interesting addition to its field.