Introductory Videos

Introduction to Game-Based Learning (watch on YouTube)

David Joyner introduces Game-Based Learning as part of Technologies.

Joyner, D. & Udacity. (2016, June 6). Technologies: Game-Based Learning Introductory Video. Retrieved from

Introductory Resources

Game-based Learning or Game-based Teaching?

Pivec, P. (2009). Game-based learning or game-based teaching?. Retrieved from:

Get the Facts on Game-Based Learning

Presentation of an infographic teaching aid on the topic.

Huhn, J. ((2013m May 15). Get the Facts on Game-Based Learning (Infographic). Retrieved from

Gamification in the Classroom: The Right or Wrong Way to Motivate Students?

Using gamification in the classroom.

Walker, Tim. (2013) Gamification in the Classroom: The Right or Wrong Way to Motivate Students? Retrieved from:

Digital game-based learning

Digital game-based learning (DGBL) is an instructional method that incorporates educational content or learning principles into video games with the goal of engaging learners. Applications of digital game-based learning draw upon the constructivist theory of education.

Coffey, Heather. Digital game-based learning. Retrieved from:

Game-Based Learning: What it is, Why it Works, and Where it's Going

The ideal of interactive, highly-engaging training and education is ancient. A Chinese proverb says: "Tell me, and I'll forget. Show me, and I may remember. Involve me, and I'll understand." However, the gap continues to grow between antiquated, passive training methods and a workforce that lives an ever more interactive, multimedia, user-controlled lifestyle. With game-based learning tools to bridge that gap comes the promise of vastly more productive and engaged students and workers—ones who embrace learning rather than view it as a disruptive burden.

Trybus, Jessica (2014). Retrieved from:

The MindShift Guide to Digital Games and Learning

Responding to social, economic, and t echnological trends that make games the most powerful medium for reaching young learners, The Educati on Arcade project, based in the MIT Comparative Media Studies Program, seeks to prototype games that teach, develop curricula r materials which support existing commercial titles, and help prepare teachers to use games in the classroom. This article reports on the first three prototypes that are producing: Supercharged! (electromagnetism); Envir onmental Detectives (environmental science);and Revolution (American history).

Shapiro, Jordan, et al. The MindShift Guide to Digital Games and Learning. Retrieved from:

Educational game

Wikipedia entry on educational games

Educational game. (n.d.). In Wikipedia. Retrieved April 16, 2017, from

Game-based learning: latest evidence and future directions

This review is the first output in the Innovation in Education strand of NFER’s research programme. This strandwill provide evidence about new approaches to education, teaching and learning and aims to identify rewarding learning experiences that will inspire, challenge and engage all young people, equipping them with the essential skills and attitudes for life, learning and work in the 21st Century.

Perrotta, C., Featherstone, G., Aston, H. and Houghton, E. (2013). Game -based Learning: Latest Evidence and Future Directions (NFER Research Programme: Innovation in Education). Slough: NFER.

Gamification of learning

Wikipedia entry on gamification of learning

Gamification of Learning. (n.d.). In Wikipedia. Retrieved April 16, 2017, from

Simulation and Gaming Software Development Tools and Languages

This part of the EUROSIS website covers the free/open source software simulation and gaming development packages (or reasonably priced ones) which are out there. As the list grows this page will be split into 3 different pages.

Eurosis. Simulation and Gaming Software Development Tools and Languages. Retrieved from:

Better Learning in Games

This is a guide to inform next generation learning game designs. It is an introduction to the core approaches used by many learning game designers, including the Learning Games Network and The Education Arcade at MIT.

Scholarly Readings

The Value of Serious Play

Abstract The affective domain deals with how an individual makes choices. Motivation concerns the reasons - motives - that incite a person to take action. Although the field of instructional technology has traditionally distinguished the "why to learn" from the "what and how to learn," we take a more holistic view and feel that learning and motivation are but two parts of same issue. Each is needed to define the other. In particular, we are interested in those times when a person chooses to devote enormous time, energy, and emotion to a task. Interestingly, one word aptly describes such episodes - play. In this paper, we propose play as a suitable goal for those situations requiring children or adults to engage in creative higher-order thinking coupled with intense personal commitment and involvement. Current trends in the design of interactive computer-based technologies offer unique opportunities to support serious play for learning.

Rieber, L. P., Smith, L., & Noah, D. (1998). The value of serious play. EDUCATIONAL TECHNOLOGY-SADDLE BROOK NJ-, 38, 29-36.

Entering the Education Arcade

Responding to social, economic, and t echnological trends that make games the most powerful medium for reaching young learners, The Educati on Arcade project, based in the MIT Comparative Media Studies Program, seeks to prototype games that teach, develop curricula r materials which support existing commercial titles, and help prepare teachers to use games in the classroom. This article reports on the first three prototypes that are producing: Supercharged! (electromagnetism); Envir onmental Detectives (environmental science);and Revolution (American history).

Jenkins, H., Klopfer, E., Squire, K., & Tan, P. (2003). Entering the education arcade. Computers in Entertainment (CIE), 1(1), 8.

Collaborative learning through augmented reality role playing

Abstract. This research investigates the potential of Augmented Reality (AR) technologies, specifically handheld computers, to create an emotionally compelling, rich context for collaborative learning. Building on work in collaborative learning, we sought to design games requiring positive interdependence, promotive interaction, individual accountability, interpersonal and small group skills, and group processing. While the collaboration within groups was strong and successful in the first generation AR games, the collaboration between groups was limited or non-existent. Several new game play elements added to a new engine created a more dynamic game play experience. These features included time dependence, cascading events and distinct player roles. In subsequent iterations of AR games, we have found these new features to be effective at fostering collaboration, which in turn scaffolds a more authentic investigation process

Klopfer, E., Perry, J., Squire, K., & Jan, M. F. (2005, May). Collaborative learning through augmented reality role playing. In Proceedings of th 2005 conference on Computer support for collaborative learning: learning 2005: the next 10 years! (pp. 311-315). International Society of the Learning Sciences.

Mystery at the Museum ? A Collaborative Game for Museum Education

Abstract. Through an iterative design process involving museum educators, learning scientists and technologists, and drawing upon our previous experiences in handheld game design and a growing body of knowledge on learning through gaming, we designed an interactive mystery game called Mystery at the Museum (the High Tech Whodunnit), which was designed for synchronous play of groups of parents and children over a two to three hour period. The primary design goals were to engage visitors more deeply in the museum, engage visitors more broadly across museum exhibits, and encourage collaboration between visitors. The feedback from the participants suggested that the combination of depth and breadth was engaging and effective in encouraging them to think about the museum?s exhibits. The roles that were an integral part of the game turned out to be extremely effective in engaging pairs of participants with one another. Feedback from parents was quite positive in terms of how they felt it engaged them and their children. These results suggest that further explorations of technology-based museum experiences of this type are wholly appropriate.

Klopfer, E., Perry, J., Squire, K., Jan, M. F., & Steinkuehler, C. (2005, May). Mystery at the museum: a collaborative game for museum education. In Proceedings of th 2005 conference on Computer support for collaborative learning: learning 2005: the next 10 years! (pp. 316-320). International Society of the Learning Sciences.

The Effectiveness of Instructional Games: A Literature Review and Discussion

Abstract : This report documents a review of 48 empirical research articles on the effectiveness of instructional games. It also includes summaries of 26 other review articles and 31 theoretical articles on instructional gaming. Eased on this review the following 5 conclusions and 4 recommendations are provided. Conclusions: (1) The empirical research on the instructional effectiveness of games is fragmented, filled with ill defined terms, and plagued with methodological flaws. (2) Some games provide effective instruction for some tasks some of the time, but these results may not be generalizable to other games or instructional programs. (3) No evidence indicates that games are the preferred instructional method in all situations. (4) Instructional games are more effective if they are embedded in instructional programs that include debriefing and feedback. (5) Instructional support during play increases the effectiveness of instructional games. Recommendations: (1) The decision to use a game for instruction should be based on a detailed analysis of learning requirements and tradeoffs among alternate instructional approaches. (2) Program managers and procurement officials should insist that instructional game developers demonstrate how their game will support instructional objectives. (3) Games should be used as adjuncts and aids, not as stand-alone instruction. (4) Instructor-less a roaches (e.g., web-based instruction) must include all 'instructor functions.'

Hays, R. T. (2005). The effectiveness of instructional games: A literature review and discussion (No. NAWCTSD-TR-2005-004). NAVAL AIR WARFARE CENTER TRAINING SYSTEMS DIV ORLANDO FL.

Making Learning Fun: Quest Atlantis, A Game Without Guns

Abstract This article describes the Quest Atlantis (QA) project, a learning and teaching project that employs a multiuser, virtual environment to immerse children, ages 9?12, in educational tasks. QA combines strategies used in commercial gaming environments with lessons from educational research on learning and motivation. It allows users at participating elementary schools and after-school centers to travel through virtual spaces to perform educational activities, talk with other users and mentors, and build virtual personae. Our work has involved an agenda and process that may be called socially-responsive design, which involves building sociotechnical structures that engage with and potentially transform individuals and their contexts of participation. This work sits at the intersection of education, entertainment, and social commitment and suggests an expansive focus for instructional designers. The focus is on engaging classroom culture and relevant aspects of student life to inspire participation consistent with social commitments and educational goals interpreted locally.

Barab, S., Thomas, M., Dodge, T., Carteaux, R., & Tuzun, H. (2005). Making learning fun: Quest Atlantis, a game without guns. Educational technology research and development, 53(1), 86-107.

Distinguishing between games and simulations: A systematic review

Abstract Based on the hypothesis that inconclusive research results with regard to the impact of games and simulations are linked to the absence of clear concep t definitions, research was undertaken to fill this methodological gap by identifying the essential attributes of games and simula tions. This paper first introduces the context for our study. This is followed by a description of the analysis grid used to create a database of the literature, and the methodology employed to conduct our systematic review of this literature. The essential attributes of games and simulations are then described and the distinc tions between these two concepts are presented.

Sauve, L., Renaud, L., Kaufman, D., & Marquis, J. S. (2007). Distinguishing between games and simulations: A systematic review. Educational Technology & Society, 10(3), 247-256.

Learning in Context: Digital Games and Young Black Men

The authors present an exploratory study of Black middle school boys who play digital games. The study was conducted through observations and interviews with Black American middle school boys about digital games as an informal learning experience. The first goal of the study is to understand the cultural context that Black students from economically disadvantaged inner-city neighborhoods bring to playing digital games. The second goal of the study is to examine how this cultural context affects the learning opportunities with games. Third, the authors examine how differences in game play are potential factors in the discrepancy between White male gamers and Black male gamers in science, technology, engineering, and mathematics. Finally, the authors address several opportunities within the field of informal learning to augment game play by bridging the learning that takes place within game play to the real world.

DiSalvo, B. J., Crowley, K., & Norwood, R. (2008). Learning in context: Digital games and young black men. Games and Culture.

Digital Game-Based Learning in high school Computer Science education: Impact on educational effectiveness and student motivation

abstract The aim of this study was to assess the learning effectiveness and motivational appeal of a computer game for learning computer memory concepts, which was designed according to the curricular objectives and the subject matter of the Greek high school Computer Science (CS) curriculum, as compared to a sim- ilar application, encompassing identical learning objectives and content but lacking the gaming aspect. The study also investigated potential gender differences in the game?s learning effectiveness and motiva- tional appeal. The sample was 88 students, who were randomly assigned to two groups, one of which used the gaming application (Group A, N = 47) and the other one the non-gaming one (Group B, N = 41). A Computer Memory Knowledge Test (CMKT) was used as the pretest and posttest. Students were also observed during the interventions. Furthermore, after the interventions, students? views on the application they had used were elicited through a feedback questionnaire. Data analyses showed that the gaming approach was both more effective in promoting students? knowledge of computer memory concepts and more motivational than the non-gaming approach. Despite boys? greater involvement with, liking of and experience in computer gaming, and their greater initial computer memory knowledge, the learning gains that boys and girls achieved through the use of the game did not differ significantly, and the game was found to be equally motivational for boys and girls. The results suggest that within high school CS, educational computer games can be exploited as effective and motivational learning environments, regardless of students? gender.

Papastergiou, M. (2009). Digital game-based learning in high school computer science education: Impact on educational effectiveness and student motivation. Computers & Education, 52(1), 1-12.

Transformational Play as a Curricular Scaffold: Using Videogames to Support Science Education

Abstract This paper reviews three classic theorists? writing on games, learning, and development. Piaget, Vygotsky, and Bruner all wrote about games and play as important to thinking and learning. This review attempts to synthesize their perspectives as a means to revisit underused theoretical perspectives on the role of games in education. The views of Piaget and Vygotsky are applied with respect to the role of games and play in learning and development to the design of a popular commercial game. Bruner?s perspective offers the embodiment of games into a larger and controversial curriculum intended to teach young people about human culture. Each of the perspectives is reviewed and considered in light of new gaming technologies and their potential for educational change.

Barab, S. A., Scott, B., Siyahhan, S., Goldstone, R., Ingram-Goble, A., Zuiker, S. J., & Warren, S. (2009). Transformational play as a curricular scaffold: Using videogames to support science education. Journal of Science Education and Technology, 18(4), 305.

Game-Based Learning in Science Education: A Review of Relevant Research

Abstract The purpose of this study is to review empirical research articles regarding game-based science learning (GBSL) published from 2000 to 2011. Thirty-one articles were identified through the Web of Science and SCOPUS databases. A qualitative content analysis technique was adopted to analyze the research purposes and designs, game design and implementation, theoretical backgrounds and learning foci of these reviewed studies. The theories and models employed by these studies were classified into four theoretical foundations including cognitivism, constructivism, the socio-cultural perspective, and enactivism. The results indicate that cognitivism and constructivism were the major theoretical foundations employed by the GBSL researchers and that the socio-cultural perspective and enactivism are two emerging theoretical paradigms that have started to draw attention from GBSL researchers in recent years. The analysis of the learning foci showed that most of the digital games were utilized to promote scientific knowledge/concept learning, while less than one-third were implemented to facilitate the students? problem-solving skills. Only a few studies explored the GBSL outcomes from the aspects of scientific processes, affect, engagement, and socio-contextual learning. Suggestions are made to extend the current GBSL research to address the affective and socio-contextual aspects of science learning. The roles of digital games as tutor, tool, and tutee for science education are discussed, while the potentials of digital games to bridge science learning between real and virtual worlds, to promote collaborative problem-solving, to provide affective learning environments, and to facilitate science learning for younger students are also addressed.

Li, MC. & Tsai, CC. J Sci Educ Technol (2013) 22: 877. doi:10.1007/s10956-013-9436-x

The Boom and Bust and Boom of Educational Games

The history of computer-based learning games has a story arc that rises dramatically, and then plummets steeply. In the early days of personal computers, creative minds drawn to the new medium explored a variety of approaches to learning games, ranging from behaviorist drill-and-practice exercises, to open- ended environments suitable for either exploration or construction. Early practitioners were inventing new forms, and even the fundamentally limited drill- and-practice games were infused with a measure of creative energy and humor. For users of these early products, each new title represented another interesting step into unknown territory.

Klopfer, E., & Osterweil, S. (2013). The boom and bust and boom of educational games. In Transactions on Edutainment IX (pp. 290-296). Springer Berlin Heidelberg.

Fighting baddies and collecting bananas: Teachers' perceptions of game-based literacy learning

This paper discusses how practicing teachers conceptualize commercial off theshelf (COTS) videogames within classroom-based English language arts instruc-tion. Understanding how today ? s teachers perceive virtual worlds and videogamesas an instructional tool for schema building within literacy development will helpresearchers better understand ways to structure games-based learning in class-room environments. Data for this study were drawn from case study research of a graduate pilot course focusing on the intersections of virtual worlds, popular culture, and literacy instruction. Findings indicate that a limited understanding of videogames and virtual worlds does not hinder practicing teachers from desiringto create engaging units of study using videogames as a schema building tool.However, teachers feel that using videogames for schema building in the class-room will lead to negative perceptions of how they are viewed as teachers. Thisis compounded by the perception that they will not receive adequate ? nancialsupport in the form of professional development from administration, nor willthey receive monies for technological support to implement within instruction.However, despite these ? ndings, teachers desire to use games-based learning andimplement it as a schema building exercises with their students.

Gerber, H. R., & Price, D. P. (2013). Fighting baddies and collecting bananas: teachers? perceptions of games-based literacy learning. Educational Media International, 50(1), 51-62.

Why Gamification is Bullshit

Bogost, I. (2011). Gamification is bullshit. The gameful world: Approaches, issues, applications, 65-80.

International Journal of Game-Based Learning

"Description The International Journal of Game-Based Learning (IJGBL) is devoted to the theoretical and empirical understanding of game-based learning. To achieve this aim, the journal publishes theoretical manuscripts, empirical studies, and literature reviews. The journal publishes this multidisciplinary research from fields that explore the cognitive and psychological aspects that underpin successful educational video games. The target audience of the journal is composed of professionals and researchers working in the fields of educational games development, e-learning, technology-enhanced education, multimedia, educational psychology, and information technology. IJGBL promotes an in-depth understanding of the multiple factors and challenges inherent to the design and integration of Game-Based Learning environments."

"Editor-in-Chief: Patrick Felicia (Waterford Institute of Technology, Ireland) Indexed In: INSPEC, PsycINFO?, SCOPUS, Web of Science (All Journals) and 16 more indices Published: Quarterly |Established: 2011"


Center for Games & Impact - Arizona State University

"Building upon the vision of ASU President Michael Crow for a New American University, the Center for Games and Impact at ASU is committed to excellence, access, impact and research that contribute to the public good. Directed by Professor Sasha Barab, the Center has as its mission to investigate, innovate, and cultivate game-infused solutions to society’s biggest challenges. This mission is realized through partnerships among learning scientists, game developers and socially responsible entrepreneurs to rigorously study and innovate around the full life cycle of impact games. By examining the full lifecycle of impact games—from research, design and development to publishing, assessment and optimization—we seek to pioneer, implement and share best practices for harnessing the unique power of games for achieving sustainable and scalable outcomes. We have secured support from the Gates Foundation, the National Science Foundation, Educational Testing Services, Public Broadcasting Services, US-AID, the Intel Foundation, and private donors. At the core of all these efforts is the underlying assumption that the power of games lies not in the bits and bytes of the game world, but in the ways that the designed components are integrated into a larger infrastructure and local ecosystem. Our commitment is to grow our understanding of game-enabled innovations for impact through use-inspired initiatives, scaling out the impact of these products at the same time building capacity of others to leverage lessons learned. These ideas are being tested and iterated as part of an innovation lab, through externally funded grants, and with students as part of a certification program."

Eric Klopfer

Creative Director of the Education Arcade and a research director in the MIT Comparative Media Studies/Writing Program. "He is a designer of award-winning educational games, working in both academic and commercial environments, and his work has focused on what is authentically playful in challenging academic subjects. He has designed games for computers, handheld devices, and multi-player on-line environments."

Eric Klopfer. Massachusetts Institute of Technology. Retrieved April 17, 2017 from:

Sasha Barab

"Sasha Barab is a Professor in the School for the Future of Innovation in Society and the Mary Lou Fulton Teachers College at Arizona State University, where he co-founded and serves as the Executive Director of the Center for Games and Impact."

Scot Osterweil

Scot Osterweil. Massachusetts Institute of Technology. Retrieved April 17, 2017 from:

Education Arcade

We're all about transforming kids into creators and explorers. We provide fun and accessible ways to explore real and virtual worlds, experiment with technology and use games to build math and science skills. The games, simulations and tools we develop in the Education Arcade are designed with the educator in mind. They use technology to create powerful learning environments in schools, in the home and in the community.

Games for Learning Society

The Games Based Learning Society produces games that promote "promote engaged learning about biological systems, civic activism, self-regulating attention, empathy, programming, literacy, and many other domains."

Games for Learning Society. (n.d.) Retrieved from

Ian Bogost

Dr. Ian Bogost is an author and an award-winning game designer. He is Ivan Allen College Distinguished Chair in Media Studies and Professor of Interactive Computing at the Georgia Institute of Technology, where he also holds an appointment in the Scheller College of Business. Bogost is also Founding Partner at Persuasive Games LLC, an independent game studio, and a Contributing Editor at The Atlantic.

Institute of Play

Institute of Play pioneers new models of learning and engagement. We are a non-profit design studio, founded in 2007 by a group of game designers in New York City. An interdisciplinary team of designers, strategists and learning practitioners, we create learning experiences rooted in the principles of game design. The Institute’s research and design work has been widely featured as an innovative and accessible approach to transforming education through play

Kurt Squire

Kurt Squire is a Professor of Digital Media in the Department of Curriculum & Instruction, and Co-Director of the Games+Learning+Society Center in the Wisconsin Institute for Discovery. Squire is the author or editor of three books, and over 75 scholarly publications on learning with technology.

Ongoing Projects


"Play2Connect is a service-oriented research and outreach project that aims to promote intergenerational learning, communication, and well being through video games. Founded by Dr. Sinem Siyahhan, and co-directed by Dr. Elisabeth Gee, Play2Connect focuses on designing instructional strategies, providing resources and guidance around existing games to optimize the learning potential of video games for families and better support the development of 21st century skills among children."

Digital Games in the Humanities

The Digital Games lab at MIT incorporates play and learning in their research and development.

Digital Games in the Humanities. MIT Retrieved from

Impact Guides

Providing players, parents, and teachers the tools to understand play, inspire reflection, and stimulate transformation with the goal of building a more knowledgeable responsible, and empathetic citizenship.

Persuasive Games

Persuasive games is an innovator in games beyond entertainment founded in 2003 by technology, marketing, design, and education professionals, we are an independent developer of games for advertising, corporate learning, k-12 education, politics and political outreach, and other uses outside entertainment.


Quest2Teach is a series of game-infused curricula and social- professional network designed specifically for teacher education to help bridge between educational theory and its application into the field (handout). Pre-service teachers (university students) and in- service teachers evolve their professional identity in a variety of narrative-based 3D role-playing scenarios, each with a particular theoretical focus, and embedded within a larger experience-based curricula and professional network.

The Radix Endeavor

The Radix Endeavor at MIT is an online multiplayer game supporting math and biology.

The Radix Endeavor. MIT Retrieved from

Teach with Portals

The Teach with Portals program offers free content, information and tools to help educators build innovative curricula. Games and tools are delivered through STEAM for SCHOOLS, the school-friendly version of our game distribution service.

In the Media

Digital Game-Based Learning: It's Not Just the Digital Natives Who Are Restless

Richard Van Eck is Associate Professor at the University of North Dakota, where he has been the graduate director of the Instructional Design & Technology graduate program since 2004. He began his study of games with his dissertation in 1999 and has taught a graduate course in games and learning every year since 2001.

Van Eck, R. (2006, January 1). Digital Game-Based Learning: It's Not Just the Digital Natives Who Are Restless. Retrieved from:

Developing Games and Simulations for Today and Tomorrow's Tech Savvy Youth

Bridging the gap between students and teachers in learning-based games.

Klopfer, E., & Yoon, S. (2005). Developing games and simulations for today and tomorrow?s tech savvy youth. TechTrends, 49(3), 33-41.

Learning by Playing: Video Games in the Classroom

New York Times article on video games in the classroom.

Corbett, S. (2010, September 15). Learning by Playing: Video Games in the Classroom. Retrieved from:

An example of gamification that isn?t bullshit

A response to Ian Bogost's article.

Murray, J. H. (2013, May 6). An example of gamification that isn?t bullshit. Retrieved from:

It Only Takes About 42 Minutes To Learn Algebra With Video Games

"On average, it took 41 minutes and 44 seconds for students to master Algebra skills during the Washington State Algebra Challenge using the DragonBox App."

Shapiro, J. It Only Takes About 42 Minutes To Learn Algebra With Video Games. Forbes. Retrieved from

What Game-Based Learning Can Do for Student Achievement

Part of the Playing Games in School guide.

Eames, J. (2014, May 20). What Game-Based Learning Can Do for Student Achievement. Retrieved from:

Why Gamification is Bullshit

Bogost, I. (2011). Gamification is bullshit. The gameful world: Approaches, issues, applications, 65-80.

Three Awesome Educational Games Hiding in Plain Sight

Well reviewed games on Graphite in 2015.

MindShift. (2015, March 30). Three Awesome Educational Games Hiding in Plain Sight. Retrieved from:

Is 'making a game out of learning? bad for learning'

Two MIT professors argue for more playful educational games

Berdik. C. Is "making a game out of learning" bad for learning? (2015, April 1). Retrieved April 20, 2017, from

Taking the First Steps Towards Teaching With Video Games

Using video games in Norwegian classrooms.

Sung, K. (2015, July 31). Taking the First Steps Towards Teaching With Video Games. Retrieved from:

The gold rush to gamify education

Sankin, A. (2015, August 23). The gold rush to gamify education. Retrieved from:

Does Easy Do It? Children, Games, and Learning

From the June 1998 issue of Game Developer magazine, "Soapbox" section, page 88. Also included is a letter in response to Papert's article and Papert's response to that letter, both of which appeared in the September 1998 issue of the magazine. Reprinted with permission.

Papert, S. n.d. Does Easy Do It? Children, Games, and Learning. Retrieved from


Cameron Pittman on Games (watch on YouTube)

David Joyner interviews Cameron Pittman, Course Developer at Udacity, about Games.

Joyner, D. & Udacity. (2016, June 6). Technologies: Cameron Pittman Interview on Games. Retrieved from