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We have known for years now that a great many school students can get good grades on paper and pencil tests in science, for example, but cant use their knowledge to solve actual problems (Gardner 1991). But if and when they do come to understand how the words apply to specific situations and for specific problem solutions, then they understand the words in a situated fashion. They may be able to pass paper and pencil tests, but they often cant use the complex language of the text to facilitate real problem-solving, because they dont actually understand how the language applies to the world in specific cases for solving such problems. When students understand such language only verbally, they can trade words for words, that is, they can replace words with their definitions.

Such a text can be understood in one of two different ways: either verbally or in a situated fashion.

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This kind of distribution holds for every aspect of professional military knowledge in the game.Ī good deal of school success is based on being able to understand complex academic language (Gee, 2004)like the text printed below from a high-school science textbook. The virtual characters (the soldiers) know part of the task (various movement formations) and the player must come to know another part (when and where to engage in such formations). The soldiers in the players squads have been trained in movement formations the role of the player is to select the best position for them on the field. In the game, that experiencethe skills and knowledge of professional military expertiseis distributed between the virtual soldiers and the real-world player. Respect that experience, soldier, since its what will keep your soldiers alive (p.

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The instruction manual that comes with the game makes it clear from the outset that players, in order to play the game successfully, must take on the values, identities, and ways of thinking of a professional soldier: ∾verything about your squad, the manual explains, is the result of careful planning and years of experience on the battlefield.

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For example, in Full Spectrum Warrior, the player uses the buttons on the controller to give orders to two squads of soldiers (the game SWAT 4 is also a great equivalent example here). Good video games distribute intelligence (Brown, Collins & Dugid, 1989) between a real-world person and artificially intelligent virtual characters. Simulations of Experience and Preparations for Action We can go on to ask whether video games could create such empathy for the sorts of complex systems relevant to academic and other domains outside of entertainment (e.g., urban planning, space exploration, or global peace).

This does, indeed, seem to be the stance players take when they play as Garrett in a game like Thief and seek to figure out the rule system that underlies the virtual world through which Garrett (and they) moves.

A key research question that arises here, then, is this: though video games and scientific simulations are not the same thing, can video games, under the right circumstances, encourage and actually enact a similar attitude or stance to the one taken by scientists studying complex systems? This stance involves a sort of embodied empathy for a complex system where a person seeks to participate in and within a system, all the while seeing and thinking of it as a system and not just local or random events.

The very organized thief game no download