Double Entry Journal #2 / Gardens of Time Journal Entry #2

Quote one:

"Good video games incorporate good learning principles, principles supported bycurrent research in Cognitive Science" (Gee 2003, 2004, p. 3).

I strongly agree with this statement because video games, which incorporate good learning principals, contribute greatly to the study of thinking and learning. When video games are based upon learning characteristics that challenge, motivate, inspire, and immerse the player in simulated circumstances, development of the cognitive processes is occurring. The argument supporting the use of learning technology and gaming in the educational system is based upon one of Cognitive Science, not just today's rising use of digital media.

Quote two:

"No deep learning takes place unless learners make an extended commitment of self for the long haul. Learning a new domain, whether it be physics or furniture making, requires the learner to take on a new identity: to make a commitment to see and value work and the world in the ways in which good physicists or good furniture makers do" (Gee, p. 5). 

In any type of learning situation, becoming engaged in the content is the key. Learning a new domain, whether in reality or the video game world, requires reforming and committing to the processes. I have always been a firm believer of  doing things right, which means applying myself entirely. Whether trying to conquer a level on a video games, or trying to defeat yesterday's math problem, immersing yourself in the content will allow you to succeed; moving on to the next problem or challenge, armed with tools of previous knowledge and experience.

Quote three:

"Recent research suggests that people only really know what words mean and learn new ones when they can hook them to the sorts of experiences they refer to—that is, to the sorts of actions, images, or dialogues the words relate to" (Barsalou 1999; Glenberg 1997; Gee, p. 8).

One of the best ways to learn is by doing; through experience. Experience is what allows us to develop, successfully progress through life, and adapt to the surrounding environment. Good video games promote learning and development through simulated practice. All of the knowledge and tools collected from the simulated learning games, of a positive nature, can easily be applied to real life experiences.

Gardens of Time Journal Entry: 

The Gardens of Time video game, in my opinion, is a good learning game. There are a variety of elements within the game that build upon the learning processes; problem solving, motor function, comprehension, and performance. The way the game functions allows the player to become immersed in the adventure by overcoming challenges, setting goals, building and designing your own garden; creating your own space, own environment, and own identity as a character. The video game Gardens of Time provides a simulated learning experience that can be related to life and the outside world in many ways. Also, there is a social aspect to this game because you get to visit your neighbors, and see the identities they have created for themselves. Playing Gardens of Time is not only useful to the learning and developmental processes, it is entertaining at the same time. I really enjoy playing it! I am unsure of how a game such as this would be specifically implemented into the course content, but I am certain the principals and learning functions it is based upon can somehow be included into lesson plans to create a more exciting and resourceful learning environment.

Barsalou, L. W. (1999). Perceptual Symbol Systems. Behavorial and Brain Sciences, 22.4, 577-660.

Gee, J. P. (n.d.). Good Video Games and Good Learning.

Gee, J. P. (2003). What Video Games Have to Teach Us About Learning and Literacy. New York: Palgrave/Macmillan.

Gee, J. P. (2004). Situated Language and Learning: A Critique of Traditional Schooling. London: Routledge.

Glenberg, A. M. (1997). What is Memory For? Behavioral and Brain Sciences, 20.1, 1-55.