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Good games—as opposed to candy-coated, multiple-choice quiz
games—provide immersive experiences for students. Like novels, films,
plays, and other media, games can be high-quality materials a teacher
uses to enable students to access the curriculum. In my research,
classrooms with high-functioning game-based learning are not ones in
which the teacher hands a game to students to play. Nor do the teachers
gamify their rooms, turning them into a game. Instead, effective
game-based classrooms involve each of these components. Students are
provided with gameful learning experiences driven by play.