in other *new* semiotic domains throughout their lives. This theoretical orientation aligns with work in the broad field of "new literacies" research—by colleagues such as Colin Lankshear, Michele Knobel, Henry Jenkins, Kevin Leander, Rebecca Black, Kurt Squire, and Constance Steinkuehler, among others. Games More recently, Gee's work has focused on the learning principles in video games and how these learning principles can be applied to the K-12 classroom. Video games, when they are successful, are very good at challenging players. They motivate players to persevere and simultaneously teach players how to play. Gee began his work in video games by identifying thirty-six learning principles that are present in - but not exclusive to - the design of good video games. Gee argues for the application of these principles in the classroom. Gee's video game learning theory includes his identification of twelve basic learning principles. He identifies these as: 1)Active Control, 2) Design Principle, 3) Semiotic Principle, 4) Semiotic Domain, 5) Meta-level Thinking, 6) Psychosocial Moratorium Principle, 7) Committed Learning Principle 8) Identity Principle, 9) Self-knowledge Principle, 10) Amplification of Input Principle, 11) Achievement Principle, 12) Practice Principle, 13) Ongoing Learning Principle, 14) Regime of Competence Principle. Good Learning Principles in Video Games Gee condenses and clusters these principles even more closely in an article following the publication of his video games and learning book. Gee believes good education involves “applying the fruitful principles of learning that good game designers have hit on, whether or not we use a game as a carrier of these principles" (p. 6). Thus, Gee organizes the condensed list of good learning principles in three student-centered, classroom-friendly clusters: “Empowered Learners; Problem Solving; Understanding" (p. 6). Under Empowered Learners, Gee includes the learning principles of “co-design,” “customize,” “identity,” and “manipulation and distributed knowledge.” These principles incorporate the idea that an engaged student is active in designing and customizing their own learning experience, can learn by taking on new identities (e.g. in explore career paths or specialized skill sets in simulated roles), and feels “more expanded and empowered when they can manipulate powerful tools in intricate ways that extend their area of effectiveness" (p. 8). The Problem Solving category includes the learning principles of “well-ordered problems,” “pleasantly frustrating,” “cycles of expertise,” “information ‘on demand’ and ‘just in time,’” “fish tanks,” “sandboxes,” and “skills as strategies.” In these first three principles, Gee argues, the scaffolding and ordering of problems