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Pressestimmen
"Gee astutely points out that for video game makers, unlike schools, failing to engage children is not an option."--Terrence Hackett, The Chicago Tribune
"These games succeed because, according to Gee, they gradually present information that is actually needed to perform deeds."--Norman A. Lockman, USA Today
"These games succeed because, according to Gee, they gradually present information that is actually needed to perform deeds."--Norman A. Lockman, USA Today
"James Paul Gee's What Video Games Have to Teach Us About Learning and Literacy has been a transformative work. Gee might be described as the Johnny Appleseed of the serious games movement, planting seeds that are springing new growth everywhere we look. More than anyone else, he has forced educators, parents, policy makers, journalists, and foundations to question their assumptions and transform their practices. Gee combines the best contemporary scholarship in the learning scientists with a gamer's understanding of what is engaging about this emerging medium."--Henry Jenkins, author of Convergence Culture: Where Old and New Media Collide
Kurzbeschreibung
James Paul Gee begins his classic book with "I want to talk about video games--yes, even violent video games--and say some positive things about them." With this simple but explosive statement, one of America's most well-respected educators looks seriously at the good that can come from playing video games. In this revised edition, new games like World of WarCraft and Half Life 2 are evaluated and theories of cognitive development are expanded. Gee looks at major cognitive activities including how individuals develop a sense of identity, how we grasp meaning, how we evaluate and follow a command, pick a role model, and perceive the world.
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"I WANT TO TALK ABOUT VIDEO GAMES-YES, EVEN VIOLENT VIDEO games-and say some positive things about them." Lesen Sie die erste Seite
Buchdeckel | Copyright | Inhaltsverzeichnis | Auszug | Stichwortverzeichnis | Rückseite
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2 von 2 Kunden fanden die folgende Rezension hilfreich
Format:Taschenbuch
Gee provides a rather narrow and previously unheard perspective on games: The strategies of learning they employ to help gamers understand how to play each game.
Surprisingly (at least to me), they - according to Gee - are very similar to the strategies that cognitive science and learnign science propose for active and critical learning. So, in the process of reading this book the reader gains not only insight in the functionality of video games, but also in modern learning theories:
How for instance good learning about physics not only focuses on content (like physical principles), but also on the "domain of physics" itself: Understanding specific values, language, and goals practiced within the scientific community. Or that learning about a certain domain (natural or human science, music, games..) forms the identity of a learner.
Certaing games (Gee labels them "good games") are very good at adressing these issues, and are therefore easy and fun to learn for the player, reward her at the right moment and so on.
In the book, Gee describes a whole of 36 of such principles of good learning and analyses modern games of different genres according to these principles. He focuses on complex games that allow the player to enter a virtual wold or tell a complex story. Examples from the text include The Sims, Half Life, Halo, Picmin, World Of Warcraft, Arcanum, Time Machine, Castle Wolfenstein... (just to list a few).
I found the book very interesting, especially from the perspective of producing educational and serious games. I also liked the structure of the book, where each principle is explained by different expamples from games or scientific studies. The text is easy to read, entertaining (when Gee talks about his own expieriences with games), and occasionally provocative (like, when he states that computergames are sometimes better at teaching than school teachers).
However, the reader will not (or only marginally) find topics like violence in games, gender roles or video game addiction covered.
About me: I studied digital media technology and design, have a lot of experience in playing video games and am reading the book primarily as theoretical background for creating an educational game.
Surprisingly (at least to me), they - according to Gee - are very similar to the strategies that cognitive science and learnign science propose for active and critical learning. So, in the process of reading this book the reader gains not only insight in the functionality of video games, but also in modern learning theories:
How for instance good learning about physics not only focuses on content (like physical principles), but also on the "domain of physics" itself: Understanding specific values, language, and goals practiced within the scientific community. Or that learning about a certain domain (natural or human science, music, games..) forms the identity of a learner.
Certaing games (Gee labels them "good games") are very good at adressing these issues, and are therefore easy and fun to learn for the player, reward her at the right moment and so on.
In the book, Gee describes a whole of 36 of such principles of good learning and analyses modern games of different genres according to these principles. He focuses on complex games that allow the player to enter a virtual wold or tell a complex story. Examples from the text include The Sims, Half Life, Halo, Picmin, World Of Warcraft, Arcanum, Time Machine, Castle Wolfenstein... (just to list a few).
I found the book very interesting, especially from the perspective of producing educational and serious games. I also liked the structure of the book, where each principle is explained by different expamples from games or scientific studies. The text is easy to read, entertaining (when Gee talks about his own expieriences with games), and occasionally provocative (like, when he states that computergames are sometimes better at teaching than school teachers).
However, the reader will not (or only marginally) find topics like violence in games, gender roles or video game addiction covered.
About me: I studied digital media technology and design, have a lot of experience in playing video games and am reading the book primarily as theoretical background for creating an educational game.
Format:Taschenbuch
James Paul Gee describes his vision of learning in 36 principles. Each principle is explained with real video games and based on and compared to learning theory in cognitive science. It's not only interesting for those who want to know more about serious games, but also for those who are interested in learning at school or in general.
The book is easy to read and entertaining.
It's cleared my view on learning and I can recommend this Book to everyone who is interested to know more about modern learning technics.
The book is easy to read and entertaining.
It's cleared my view on learning and I can recommend this Book to everyone who is interested to know more about modern learning technics.
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39 Rezensionen
67 von 70 Kunden fanden die folgende Rezension hilfreich
brilliant
16. Mai 2003
Format:Gebundene Ausgabe
I read through the entire book today, enthralled that an academic of the same generation as my parents finally "got" what made videogames (focusing on action, adventure, and rpg games) a fascinating medium both for players and creators. Furthermore, the author was then able to apply this knowledge to his area of expertise, educational theory. I knew videogames could be art, I knew that as simulations they could be political, but I never quite saw what seems to me perfectly obvious now, that good videogames of almost every variety teach us how to think and learn, and that they do this much better than our school system.
This book should be loved by anyone with a strong interest in videogame theory or educational theory, as it impressively doesn't simplify either area to fit the demands of the other.
I also applaud the organization of the book, as each section centers around a few key concepts of educational theory which are repeated in the appendix giving everyone who has read the book an easy way to recall the '36 learning principles'.
37 von 38 Kunden fanden die folgende Rezension hilfreich
Teachers and Administrators should read this book.
9. November 2003
Format:Gebundene Ausgabe|Von Amazon bestätigter Kauf
As a science teacher, I have asked myself (as Gee points out...many teachers and parents do) why it is that the same students who sit listlessly in my classroom will go home and spend upwards of 8 hours engaged in frusterating video-game play.
Gee effectively answers this question and makes a strong case in favor of video games being more akin to agents of learning (like recreational reading) as opposed to mindless entertainment (like really dumb movies).
Videogames are an interesting window through which we can study issues such as learning theory, motivation, and development of expertise. Fellow game players will recognize themselves in Gee's descriptions of what makes games so compelling, and nonplayers will be surprised by how far games have come since PacMan. I recomend this book to parents, administrators, and anyone else interested in education.
Gee effectively answers this question and makes a strong case in favor of video games being more akin to agents of learning (like recreational reading) as opposed to mindless entertainment (like really dumb movies).
Videogames are an interesting window through which we can study issues such as learning theory, motivation, and development of expertise. Fellow game players will recognize themselves in Gee's descriptions of what makes games so compelling, and nonplayers will be surprised by how far games have come since PacMan. I recomend this book to parents, administrators, and anyone else interested in education.
49 von 58 Kunden fanden die folgende Rezension hilfreich
Good theory of education, vague video game argument
31. Januar 2004
Format:Gebundene Ausgabe
The book is primarily a criticism of 'traditional' school-based learning methodologies, using observations of children playing video games and the author's own play sessions as representative examples of the 36 principles of good learning he describes. He uses primarily 3d shooters and RPGs as his examples of 'good' video games (meaning that they encourage learning things about and within the world of the game). The author defines and conceptualizes his principles of learning and contrasts it with the school-based education process, noting the vast differences between the two. On this topic of criticism of school-based education, the author makes a strong argument.
His second argument, that these principles missing in school are demonstrably present in video games, is very vague and unfulfilling. The author often stresses elements of learning that can easily be found everywhere in life and social activity and in other forms of media, not just in video games. One point he makes in the middle of the book about incremental difficulty and the player's dynamic 'regime of competence' was a good topic consistent with video game design (although easily found in other places, such as golf handicaps), but it was not good enough to warrant his emphasis on video games in the other ~150 pages of the book. He repeatedly mentions that kids enjoy playing video games but don't enjoy learning in school and suggests that school should be like playing a video game, but he leaves it at that. Because he focuses on the process of learning and assumes videogame content and classroom content to be of an equal nature, the burning question of how to make learning calculus equations as fun and desirable to learn as advanced combat strategies to annihilate your friends in Starcraft remains unfortunately beyond the scope of this book.
If the intention of the book was to show that video games have the capability to encourage learning of arbitrary content, it succeeded. However, watching TV or movies or playing non-video games with your peers can be just as conducive to learning (and, depending on the content, just as mind-numbing). Having been weaned on Mario and Zelda myself and already appreciating the incredible complexity and carefully tuned learning curve of videogames, this book was somewhat interesting for its general theory of education but not as thought-provoking regarding video game theory as I had hoped.
This book is probably a better read for older generations that didn't have video games as an integral source of learning during their formative years and have as a result never taken them seriously.
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