What the researchers found was that teachers working with a ‘competency based’ curriculum were confident that they could use the games relatively easy within their teaching practice (Ulicsak, Facer, & Sandford, 2007). Teachers that focused on ‘soft skills’ tended to work with the game in a way that demonstrated a high degree of fidelity to the original games narrative and played the whole game (Ulicsak, Facer, & Sandford, 2007). The teachers working in a content-based curriculum environment tended to disaggregate elements of the game, using only parts of it for their teaching activity (Ulicsak, Facer, & Sandford, 2007). In their study, Ulicsak, Facer, and Sandford (2007) saw that teachers were required to extract elements of games to meet their educational needs, or reconfigure their educational objectives in order to enable games fidelity (p 7). This raises the question of whether, in our current educational climate and curricular and assessment contexts, the incorporation of COTS games for learning (rather than the design of bespoke and appropriate games) makes either economic or educational sense for the majority of teachers (Ulicsak, Facer, & Sandford, 2007).