Chapter 2, Dispersed Principle and Multiple Routes Principle

Learning Principles: 16 & 34

Multiple-Routes Principle: There are multiple ways to make progress or move ahead. With respect to video games, a user typically has multiple ways to accomplish a video game mission or task. Users are not forced to move forward in a single uniform manner, instead they can choose their route based on their own preference or learning ability. This learning principle is important because learners are able to use a learning manner that best fits their style. They are able to use their strengths to learn material instead of conform to a uniform learning method. This principle also allows for introspection on the best style of learning for the individual.

Dispersed Principle: A learner may share his or her findings with other people that they may or may not ever come in contact with. When video game users makes a website with cheat codes and game hints, they are "dispersing" their learning to others. In this system, knowledge does not reside with one single individual or solely in the mind of another, knowledge is a network of ideas, or a community.

Chapter 2

Gee raises the argument that many believe video games to be a waste of time. His discussion of learning and literacy argue against this statement and show that video games are not a waste of time, they simply are another form of literacy.

He begins by discussing the concept of literacy. Because of school, we basically associate literacy with reading and writing; being able to read and write the English language. The author points out that literacy stretches far beyond this traditional scope. Literacy also involves the interpretation of visual images, signs, symbols and even sound to really understand the intention of a work. Furthermore, we don't simply learn "something". To understand something we must apply it to a semiotic domain which is a group that attaches meaning to words and symbols.

For example to understand, "The point guard dribbled the ball up the court and passed it to the center" one must be able to understand the semiotic domain of basketball. The word "dribble" in the context of basketball does not mean "to drool" and "center" does not mean "the middle point". So in order to be literate one must apply knowledge to a symiotic domain.

We we learn a semiotic domain we become part of an affinity group and we are able to recognize "outsiders" of this domain.

Basically Gee's conclusion is video games are another learned symiotic domain. A video game user takes part and learns and becomes literate through an active process. They must use principles of video games just as writers must learn grammar to write a functioning novel. Video games actively learn in three ways:

1. They experience

2. They become a part of a social group or affinity group

3. They build a foundation for further learning.

The question them becomes a debate over whether or not people think video games are a valuable semiotic domain to learn. Obviously Gee believes good video games are not a waste of time because they spark learning and literacy.