ABSTRACT
The aim of this chapter is to contextualize computer games within current pedagogic theory and provide a sound rationale for their use in higher education. I start by addressing the commonly made assumption that games are good for learning because students find them motivational, by looking at the differences between adult and children’s motivations to learn in general, and to learn with games specifically. I discuss in particular the assumptions that are often made about games and motivation, and the acceptability of computer games for use with adult learners. This provides a rationale for why we have to think about the use of games with adults differently from their use with younger people. I next introduce a concept that I think is crucial when understanding the benefits of using games to learn – engagement – and explain why it is important for learning and why games can engender it.
