Games as teachers

This paper seeks to outline a set of fundamental observations about the instructive nature of video games. It stands as a resource when considering the content of games, the design intentions, and the games’ relationship to general society. It is, as asserted in this paper, true that games introduce fundamental approaches to problem solving and conflict resolution. These introductions serve as a kind of prescription which may be translated into philosophical approach. This paper outlines three instructionrelated characteristics of video games. These are the games tendency to require learning for efficacy, understanding over recitation, and diagnosis the system. These three observations are then related to two solutions, the use of appropriate win conditions and the use of direct agency through computer-vision technologies.