Video game use in education has focused on the application of games within the existing education system
and on their inherent potential for producing learning (Gee 2003). However, research has revealed a
fundamental mismatch between the goals of games and the object of school-based learning (Sandford et al.
2006; Squire 2005; Becta 2002). As a result, efforts to integrate games into the curriculum have frequently
fallen flat despite the best intentions of teachers and the gaming industry. Such efforts have failed either
because games designed to educate do not engage their intended audience, or because truly engaging
games do not provide enough educational value.