ABSTRACT
This book provides a starting point for anyone with an interest in the relationship between digital games and learning, who wants to gain an overview of the most up-to-date research and theory in the field. In this book, I aim to create a case for why computer games provide such an exciting and pedagogically robust way of learning, as well as highlighting their potential pitfalls. I am a passionate advocate of the use of games and play in learning, for all ages, in formal and informal contexts, so I apologise in advance if I come across as a little over zealous at times; I have aimed throughout to temper my enthusiasm by the research evidence that is available in the field. However, I strongly believe that games — digital and traditional — can provide a way in which to move the focus of our schools, colleges and universities to more active, experiential and student-centred models of teaching, learning and assessment. Of course, computer games are not appropriate in every situation, they will not appeal to all learners, they will not appeal to all teachers, and they certainly will not be suitable for every type of educational content, but I believe that the use of games, gaming elements and playfulness provides a different way to think about how, when and what we learn.
