The book presents a critical evaluation of current approaches related to
the use of digital games in education. The author identifies two
competing paradigms: that of games-to-teach and games-to-learn. Arguing
in favor of the latter, the author advances the case for approaching
game-based learning through the theoretical lens of performance, rooted
in play and dialog, to unlock the power of digital games for 21st
century learning. Drawing upon the author's research, three concrete
exemplars of game-based learning curricula are described and discussed.
The challenge of advancing game-based learning in education is addressed
in the context of school reform. Finally, future prospects of and
educational opportunities for game-based learning are articulated.
Readers of the book will find the explication of performance theory
applied to game-based learning especially interesting. This work
constitutes the author's original theorization. Readers will derive four
main benefits: (1) an explication of the difference between
game-based-teaching and game-based learning, and why this difference is
of critical importance, (2) an exposition of the theory of game-based
learning as performance, (3) concrete exemplars and research outcomes
relating to three game-based learning curricula that have been
empirically evaluated in schools, and (4) an understanding of complex
issues related to the human side of school change that must be
effectively addressed to achieve take-up of game-based learning in
schools.