ABSTRACT
In this chapter I will outline several important features of games that distinguish them from typical computer software. Unfortunately, many of these features are also not common in education, and the development of games for education promises great benefits, but these benefits have often been hard to measure or to replicate. In Chapter 1, I argued that the digital humanities is more than text, while here I will provide three examples that both indicate the difficulties of conveying heritage and history through games and digital environments, and feature attempts to incorporate more material and embodied experiences of text. I will also table some popular game genres that may be suitable for portraying digital heritage and interactive history.
