Principles 5&23, Chapter 4

Principle 5 - Metalevel Thinking and Learning in Semiotic Domains
- Active thinking and learning of the relationship between different semiotic domains. One semiotic domain can be used as a precursor to another domain. What has been learned in one domain can be used towards learning and thinking in a new semiotic domain.

Principle 23 - Subert Principle
- Learning starts in the subert to the real domain. In a video game the first couple of levels are used to get you familiar with the game and how is works - these are the subert levels to the actual game. It is similar to learning the fundamentals before you can be apart of any domain or group.

Chapter 4
-Humans learn from past experiences by making connections and associations to other things. They edit and categorize these experiences according to interests, goals, and values.

-Different forms to present information: Situated, Experiential, Embodied.
-Situated: Signs (words, actions, ) change according the embodied form that they are in. Such things in one game or situation will have completely different meaning to another game or group.
-Experiential: Similar to the scientific method - Probe, Hypothesize, Re-probe, Rethink/Accept. You start by probing, trying different things, figuring out what works and what doesn't. Then according to what you have learned you make a hypothesis of how to move forward in the game. Then you test it - start re-probing. If it works then you accept your hypothesis, if it doesn't work then you rethink your method and try again.
-Embodied: This is used the get the player more involved to create a place where they are able to make the decisions and control the direction of the game. They are given options to "choose their own adventure" in a sense.
-Video games reach humans in a different way than books, or movies can by using these forms to make the player more active in how the story will end.