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it is argued that digital games, including simulations and virtual worlds, have the potential to be an
important teaching tool because they are interactive, engaging and immersive activities (for example see
the work of Gee 2008; Shaffer 2005; Smith 2007). this document considers this claim. it begins by briely
considering the rationale for using games in education – informal and formal. it then considers the
various types of digital games that are described as being educational, speciically:
– the relationship between games, serious games, simulations, educational simulations,
and virtual worlds
– the deinition and usefulness of the term serious games
– the underlying pedagogy in education games
– assessment within games.
the report then has an overview of their current use and research around their usage in multiple
environments: the military, health, informal, vocational and formal education settings. it looks at the
challenges of embedding serious games in formal education and three current methods for assessing
appropriateness and effectiveness of games for teaching. From this it argues that what is required is a
toolkit for educators, game designers and policy makers that allows the design and assessment of
games to be used with an educational goal.'

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