Through the combined efforts of many dedicated researchers across the globe, the “message” of
the value of games for learning is starting to be heard in formal education, but there remains
considerable resistance. One way to help overcome this resistance and influence the acceptance
and integration of games as educational technology is through the connection of existing game
design with scholarly and widely accepted pedagogy. This paper outlines the theories of Robert
Gagné, and Howard Gardner to demonstrate how good games, even purely commercial ones,
already embody the fundamental elements of these learning and instructional theories. In this
way, it can be shown that good games constitute sound educational pedagogy.