Both articles, “Learning and Games” and “Productive Gaming: The Case for Historiographic Game Play” are built upon the statement “video games are virtual experiences centered on problem solving, they recruit learning and mastery as a form of pleasure” (Gee, 16). In order to deeply understand something, it is crucial that we enjoy the process leading to this thorough cognition. However, one question arrises: If someone grew up never playing video games, why would they enjoy learning through that medium? Is it an educators goal to introduce a child to a video game? The former article takes a broader approach, legitimizing the use of games as learning tools and the latter examines the game Civ3 in an attempt to illuminate the benefits and capabilities of Historiographic Game Play. Both articles stressed the importance of participation in social groups to maximize the learning potential. Through an open forum, individuals can address a group and the learning process evolves. After reading both texts, the usefulness of games as a learning tools was somewhat illuminated. Especially Civ3, in its benefits for a class on World History. As someone wanting to teach Literature, I became curious as to how a game could be applied to developing an understanding of, say Huckleberry Finn? Possibly a game that allows an individual to take Huck’s place on the raft, interacting with Jim while stoping from time-to-time, getting glimpses at society? A game that would allow the user to take the place of the book’s protagonist may be a great way to develop a better knowledge of the character and his/her experiences . . .