Prensky (2001), Gee (2003), Aldrich (2005), and Squire (2005a) are among the early pioneers who have attempted to understand the inherent lure of games, as well as to uncover the power of digital game-based learning. As a multi-billion-dollar industry rivaling with Hollywood’s cultural influence, playing digital games is a dominant play culture and is increasingly affecting the way kids grow and their informal learning outside school.ĭigital games’ popularity and influence have aroused an intense interest in exploring their educational uses and benefits. Gaming is ranked among the top applications of the Internet (Pew Internet and American Life, 2005) kids between 2 and 18 years of age spend 20-33 minutes a day playing digital games (Kaiser Family Foundation, 2002). Digital games have emerged as one of the largest forms of entertainment in pop culture, and playing video and computer games is an important part of many children’s leisure life in the United States (Entertainment Software Association, 2007).
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