Chapter 4, Principles 4 & 22

Jake Clayson

Chapter 4

Gee starts out defending embodied learning where students treat knowledge as an intricate, ever changing network of experiences and impressions. He contrasts this with the traditional (and in his opinion, erroneous) view that knowledge resides as a collection of facts, like a database in a computer.

Because learning occurs most naturally and most profitably when engaged in an embodied way, this requires meaning to be situated (placed in a specific context). Gee contends that video games are able to situate meaning differently than books or movies.

In all three of these examples(books, movies and video games), a story contextualizes, situates, or embodies the information in varying degrees to allow embodied learning to take place. In books and movies, the learner is presented with the authors choices regarding the the information presented and is able to imaginatively project meaning in response. Between these two components, video games introduce two new opportunities. The learner (or gamer) is able to choose how the author's choices unfold, and is then able to choose how he will respond to those choices in an active way. These enhance the embodied learning experience.

Once meaning has been situated, the learner engages in a 4-part cycle.

1. probe- explore the environment
2. hypothesize- just like the scientific method
3. reprobe- experiment on your hypothesis
4. rethink- evaluate

As the learner/gamer engages in this way, he develops appreciation systems which indicate whether or not the way things play out are good or bad. Though this all constitutes active learning, it may not be critical learning.

Critical learning requires the learner/gamer to compare one appreciation system to another and project what a game should be or do.

Embodied learning also includes Principle 22 (see below)

PRINCIPLE 4: The Semiotic Domain Principle

- Learning requires the mastery of semiotic domains, at some level, and the ability to engage in the affinity group, at some level.

PRINCIPLE 22: Intuitive Knowledge Principle

- Intuitive or tacit knowledge gained through extensive experience and practice is honored, valued, and rewarded, not just conscious verbal knowledge. (i.e. Mendel, the father of modern science of genetics may have failed the exam to become a high school biology teacher, but the tacit knowledge gained through his work in his garden is rightfully honored and rewarded)