An academic discipline, or any other semiotic domain, for that matter, is not primarily content, in the sense of facts and principles. It is rather primarily a lived and historically changing set of distinctive social practices. It is in these practices that 'content' is generated, debated, and transformed via certain distinctive ways of thinking, talking, valuing, acting, and, often, writing and reading.

Gamers co-author the games they play by the choices they make and how they choose to solve problems, since what they do can affect the course and sometimes the outcome of the game.

An academic discipline, or any other semiotic domain, for that matter, is not primarily content, in the sense of facts and principles. It is rather primarily a lived and historically changing set of distinctive social practices. It is in these practices that 'content' is generated, debated, and transformed via certain distinctive ways of thinking, talking, valuing, acting, and, often, writing and reading.

Video games provide an easy lead-in to computer literacy. They can get you thinking like a video game designer and can even lead to designing since many games come with software to modify the game or redesign it.

Learning is a deep human need, like mating and eating, and like all such needs it is meant to be deeply pleasurable to human beings.