The game was such that as one played one had to be constantly learning enemy tactics and alert of every movement around them. This style of playing eventually allowed me to apply it to real situations such as taking the correct approach to solve a difficult problem or knowing exactly how to navigate a tedious situation. For example, whenever I am faced with a mentally challenging obstacle, I already acquire the mental template necessary to find a solution. Otherwise, I would be forced to solve the problem by means of trial and error and/or a series of time-consuming experiments.
In the video game industry there are several subgroups and different types' games to choose from, many of which would be completely counterproductive in accordance with education. And this is where critics of video games like to target, claiming that just from one small subgroup, that video games have no place in education. Some examples of games targeted by opposers to video games incorporation into education include games like Tetris or packman, games with no cognitive value whatsoever. However, other types of more modern games exist, such as programs in which the player controls his own character in an immense 3D environment. The aspects that render these games so difficult is the fact that the players variables of health, stamina, social status , monetary funds, and mental status are all subject to outside forces just as in real life. Therefore, these types of games require a higher level of attentiveness and concentration that exceeds far beyond earlier generation games to solve complex problems within the game for only the reward of merely staying alive. .
The problems/situations within the game may not be applicable to real world scenarios, but with their completion they do provide a mental problem solving template that can be applied to real world situations. So as one can see from the statements above, the critic's analysis of video games in accordance with education remains extremely biased.