Gee: "There are nearly always multiple solutions to any given problem. Players can choose strategies that fit with their style of learning, thinking, and acting. This, of course, is highly motivating both for learning and for playing the game and a rich source for reflecting on one’s own styles of learning and problem solving (and perhaps, experimenting with new ones)." (78)

Rios: The ideas of learning styles are a significant issue. I think what is being said is that ideally a teacher creates tasks/activities etc., provides students with choices, and allows them to accomplish HER task in THEIR own way. There is no one route to any given problem or situation, which is why the comparison to the "Deus Ex" game works. The entire game seems to work with how we learn, so that we're in control and in full ownership of the game.

Gee: "When I talk about a person's embodied experiences in the world (virtual or real), I mean to cover perceptions, actions, choices, and mental simulations of action or dialogue." (79)

Rios: This takes to a greater level something that Robin Williams touched upon when speaking about alignment in The Non-Designer's Design Book. Williams says, "'Nothing should be placed on the page arbitrarily. Every item should have a visual connection with something else on the page.'" (33) Williams states the importance of simulating the mind. Although Gee and Williams are referring to two very separate aspects of technology, both authors are concerned with mental simulation. They also share other important concerns as well.

Gee: "The learner understands texts as a family ('genre') of related texts and understands any one such text in relation to others in the family...what helps the learner make sense of such texts." (110)

Williams: "Unity is an important concept in design. to make all the elements on the page appear to be unified, connected, and interrelated, there needs to be some visual tie between the separate elements." (50)

Rios: Both are speaking of the importance in grouping, connecting, and relationships in texts. This way the text can understand it and make sense of it automatically. Without these connections, there can be a sense of confusion, which can create a distance from the text and the reader. The reader doesn't appreciate and is less likely to enjoy text that is not aesthetically pleasing. For example, many students and people in general are more likely to shy away from texts with small font, with uneven margins, or when having to visually connect things because the text did not already do that for them.

Gee: "The problem with the texts associated with video games-the instruction booklets, walkthroughs, and strategy guides-is that they do not make a lot of sense unless one has already experienced and lived in the game world for a while." (98)

Rios: This seems true for all electronic devices, games, computers, cell phones etc., including, non-electronic devices, for example, writing an essay. A teacher can explain a generic or general outline and can instruct a student in the writing and essay process, but until the student has engaged in the actual writing process and use the outline, they do not fully understand the significance, reasoning, or rules of an outline as a guide in writing their essays. Students tend to skip the outline part or instructions when writing their essays. They simply want to go straight to the writing. Once the editing process begins, they then tend to understand the importance of the organization and steps of and outline. When students become familiar with essay writing, the outline portion of the process become automatic because they have lived in the "writing world" for a while.