learners face is key in keeping them right at their Zone of Proximal Development in different levels of skill-building. For each of these levels, Gee specifies key elements (present in the latter four learning principles): carefully prioritized information, relevant and applicable facts, and a set of related skills with which to construct strategies in a safe and authentic context. In Gee's cluster of Understanding principles, he includes “system thinking,” and “meaning as action image.” In “system thinking”, students have an overview of their learning context as a distinct system with its own naturally reinforced set of behaviors and embedded values. Here, the meanings of words and concepts become clear – not through “lectures, talking heads, or generalities" (p. 14) – but through the experiences the players/students have (“meaning as action image”). Gee's other principles as found on page 64 of his 2007 book, What Video Games have to Teach us about Learning and Literacy, are: "Psychosocial Moratorium" principle, Committed Learning Principle, Identity Principle, Self-Knowledge Principle, Amplification of Input Principle, and Achievement Principle. Additionally, in the book on page 68, Gee further lists the Practice Principle, Ongoing Learning Principle, and the "Regime of Competence" Principle. Identity Theory James Gee defines identity as: “Being recognized as a certain ‘kind of person,’ in a given context...” (p.99). Gee talks of identity differences based on social and cultural views of identity and identifies four of these views, each of which are influenced by different forms of power, though they all have an effect on one another. Gee describes them as “four ways to formulate questions about how identity is functioning for a specific person (child or adult) in a given context or across a set of contexts” (p. 101). The first of Gee's identity perspectives is what he calls “the nature perspective (or N-identities)” (p. 101). N-identity represents an identity people cannot control, one that comes from forces of nature. An example of this type of identity would be male or female. While the person has no control over the sex they were born with, this identity only means something because society and culture say this biological difference is important. Gee explains this idea further by stating, “N-identities must always gain their force as identities through the work of institutions, discourse and dialogue, or affinity groups, that is, the very forces that constitute our other perspectives on identity” (p. 102). “[T]he institutional perspective (or