ABSTRACT
Digital games are a popular and growing part of the contemporary leisure landscape for adults and children. The playing of digital games is now an established cultural practice for millions of individuals of all ages. This chapter defines a game, any game, digital or otherwise, is not straightforward, and most people recognise one when they see it. Modelling the elements of a game can help to inform the likelihood of a game supporting learning at the design stage but inferring that potential from a commercial game is not straightforward. Complex problem-solving games can offer rich potential in the classroom and act as a vehicle for changing teacher practice to make it more oriented to inquiry-based learning. A study developed with teachers in India and the UK shows that, with the right framework and common protocols to work to, game-based learning can cross cultural boundaries and result in highly effective outcomes for teachers and learners.
