There has been a great deal of interest in video games and learning in recent years (e.g., Gee, 2003; Prensky, 2006; Shaffer, Squire, Halverson, & Gee, 2005; Shute, Rieber, & Van Eck, in press). A large part of this interest is motivated by frustration with the current education system and a desire for alternative ways of teaching and learning. Scholars in this games-learning arena argue that current schools in the United States do not adequately prepare kids for success in the 21st century. That is, learning in school is still heavily geared toward the acquisition of content, with instruction too often abstract and decontextualized, and thus not suitable for this age of complexity and interconnectedness (Shute, 2007).