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Com) allow us access to gamers’ Discourse (Gee & Green, 1998), to see the values and language that gamers employ to inculcate others into their practice. Further, I observed and interviewed three players playing the game, in order to get a better sense for how others encountered the text. We might consider this approach phenomenological case study, one which is designed to generate theoretical insight into the nature of fighting games which then can be expanded and developed through further research.

When Newman warns: “Presenting a summary of the extant research into the effects of violent videogames is problematic in itself as the findings of various studies, as Kline (199) and Griffiths (1999, 1997a, 1997b, 1993) have noted, are inconclusive and often contradictory” Can we simply sit to the side and excuse our optimism about games for learning? Why should we assume positive outcomes anymore than the others should assume negative outcomes? When we turn to the desire to use games to teach, we run into the same problems that violent games encounter.

The remainder of the text goes on in similar fashion to describe a method for beating Hulk. Other gamefaqs include some parts while leaving others, but most rely on similar patterns. The problem of defeating Hulk Davidson can be solved multiple ways, so most game guides focus on heuristics rather than explicit procedural directions. Indeed, even sketching out the boundaries of this problem space and testing them is impractical, if not unintelligent. Table 5 is a mapping of all of the theoretically possible combinations of moves the player could make in any given problem space (keeping in mind that it is a simplification, as timing is critical variable not represented).

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