Over the last few years there has been a growing interest in video games and learning (Gee, 2007; Salen, 2007; Shaffer, 2007; Squire, 2006). Some researchers have been interested in the potential of commercial games for learning. Others have been more interested in so-called “serious games”, games specially built to enhance learning in a variety of areas. There are now a good number of research and game-design projects across the globe devoted to non-entertainment-based learning games. So far, in my view, the evidence for and against video games as a tool for learning is not deep, especially for more modern sorts of games.