I actually first started teaching games back in the mid-'90s. And, um, back then, the notion that games were systems and they were systems with play and that, um, you know, they were designable and that it was - that the - that you could teach someone to be a designer of games was - you - people just looked at you cross-eyed. Even the folks coming into the class, they hadn't played a wide range of games. They didn't have a vocabulary for talking about games. They didn't expect that we were going to be sort of deconstructing the notion of games. Um, it was - you had to start from point zero every time. But as time has gone on and, uh, the culture of people who are interested in designing games has become more literate about games themselves, there's more - there is more literature out there. They've read more of it. They've played more games with a critical eye. Now students are coming in, and they're, you know, at five, right? So, we don't start at zero anymore. Now we just start right in because they're already thinking about, oh, okay. I'm going to be a designer of systems who create playful potential for people, right? And they've already - you know, a lot of them have been keeping journals and playing games critically. And so you just start there. So, the - I am, uh, excited to know what's going to happen, you know, so what's going to happen in the next 10, 15 years. You know, if, if, if this culture itself has become this much more literate, then, you know, what is this explosion of devices and, and play amongst so many more types of people? Uh, what is that going to do? That's going to be great. It's going to be amazing. I can't wait to get the students in the next ten years.
