Digital Games and Learning Perspectives
Original submission: Intellectual production #1
Gee (2008) argued that just as cats play by exploring possibilities, in good video games players play by solving problems, which fosters deep learning that may be more relevant, transferable, and applicable to the real world than what is taught in schools. Additionally, some players may develop passions beyond the defined gameplay, such as using Photoshop to modify game elements and selling them on the market; these people may be referred to as “Pro-Ams”. As players and Pro-Ams collaboratively practice skills and knowledge tools (including in-game tools, software, and/or language) in games and communities of practice, they build knowledge through play and discovery that can lead to new possibilities and transformation in the real world.
Gee and Gee (2017) examined the affinity spaces stemming from games and how these affinity spaces support “distributed teaching and learning systems” (DTAL systems) and broader learning experiences. In affinity spaces associated with video games, people who share a passion for the game can learn from one another and build collective knowledge of the game, such as discussing game goals and problems, use of tools, and language; in DTAL systems associated with video games, collaborative learning may extend beyond the defined gameplay, such as discussing which version of a game would better support learning. In other words, DTAL systems can foster knowledge-building and meaning-making that enrich teaching and learning, and lead to new possibilities in the real world.
Gee’s (2008) article focused on how games can foster knowledge-building in affinity spaces, however it did not situate the affinity spaces in the broader contexts of learning experiences, namely the DTAL systems as examined in the Gee and Gee (2017) article. On the other hand, Gee and Gee’s (2017) article explored knowledge-building in the affinity spaces and DTAL systems associated with games, however it did not examine how games foster this knowledge-building in the first place, namely by engaging players through play and discovery as examined in the Gee (2008) article.
Could there be a correlation between the sense of discovery in good video games and taking initiative to discover knowledge in affinity spaces and DTAL systems associated with video games?
References
Gee, J. P. (2008). Cats and portals: Video games, learning, and play. American Journal of Play, 1(2), 229-245.
Gee, E., & Gee, J. P. (2017). Games as distributed teaching and learning systems. Teachers College Record, 119(11). https://doi.org/10.1177/016146811711901202