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Abstract Just as literacy practices are contextualized in social situations and relationships, game players establish shared language and understandings within a game; in essence, they gain fluency in specialized languages. This commentary explores the importance of digital game‐based learning for schooling, the relationship between game‐based learning, and results from Crystal Island, a NSF ‐funded research project on digital gameplay. Suggestions for how teachers can use games in the classroom are highlighted.
Hiller A. Spires (Fri,) studied this question.