The authors extend the theory of "disciplinary integration" of games for science education beyond the virtual world of games, and identify two key themes of a practice-based theoretical commitment to science learning: (1) materiality in the classroom, and (2) iterative design of multiple, complementary, symbolic inscriptions (e.g.,…

Debates in forums such as "Educational Technology" and the National Academies of Science (National Research Council, 2011) emphasize the promise (and indeed recent successes) of digital game-based learning programs, but also the need for research-driven approaches that carefully delineate learning goals. This article introduces one such…