Games exist at the intersection of logic and emotion, combining mathematical thinking with artistic expression to create meaningful experiences. Games are the aesthetic form of thinking and doing, occupying an important overlap between engineering and art.

Games can be both hypnotic and reflective, providing opportunities for players to analyze their experiences and improve their skills through self-reflection.

I aim to create games that absorb players into an activity while also allowing them to reflect on their engagement and the nature of their goals.

In game design, the most compelling experiences arise from the gaps between reality and simulation, allowing players to reflect on their actions and decisions.

The real value of games comes not from their ability to simulate reality seamlessly, but from the space between that simulation and the real world, which allows for reflection and meaning.

Teaching game design involves creating a community where students can collaborate, share purpose, and learn from each other, emphasizing both coding and artistic thinking.

The hierarchy of games we play can either refine us or degenerate us, and the more refined games lead to better outcomes for individuals and society.

Despite the challenges of delivering high-quality games, the gaming industry has the potential to foster positive human connections. Engaging in multiplayer experiences can promote empathy and joy among players, contrasting with the negativity often found in social media interactions.

Gaming prepares you for leadership because it simulates real-life challenges, requiring you to solve problems, learn from failures, and develop a growth mindset.