The literacies that games teach us play an important role in the psychological aspect of dominance. In Homo Ludens, Huizinga says that “[s]ome find the principle of play in an innate urge to exercise a certain faculty, or in the desire to dominate or compete.” Although he disagrees with this theory, I find truth in it.
In “Video Games and the Future of Learning,” David Shaffer suggests that players can “develop[e] the skills, habits, and understanding that are necessary to become experts in the game.” With this knowledge, the player can also become an expert in real life.
Players can assert many dominant roles within the games that they play. Whether assuming the role of Nancy Drew and solving mysteries, acting as the puzzle master in Tetris, or being the best dancer in the world of Dance Dance Revolution, what makes a player more dominant in these roles is the maturation and application of certain critical, technological, visual, and linguistic literacies.
