Article Title
Abstract
Perceptions of video games (computer games/games played on consoles) have evolved from stereotypical viewpoints that games are just a type of passive learning. My research demonstrates that video games are indeed active by categorizing levels of interactivity and by providing additional ways that they have educational value: defining the cognitive aspect, drawing a comparison between the developments of a children’s museum, and studying serious games. I then establish the relationship between video games and literature, drawing comparisons between the relationships between the author, reader, and text and the player. I conclude that video games can recategorize literature.
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