Research in the use of games in the classroom is new, and we still lack experience in using different forms of ICT-based and ICT-supported games in schools and educational contexts. Whereas games are often highly recommended for being powerful learning environments, educational practices with games are still rare and emerging. In addition to this, research into the use of video games for learning has produced inconclusive and contradictory results (European Schoolnet 2009). This may be due to contextual issues, game design, research methodology or the definition of games within game theory.

In terms of methodology, approaches are needed that can capture and account for the changing and diverse environments in which games are used for teaching and learning. Though a substantial part of the research done in game-based learning is inspired by qualitative methodologies, social, cultural and contextual perspectives on games as environments for teaching and learning are generally missing (de Castell and Jenson 2003, Pelletier 2008). This highlights the need for not only empirically based arguments for the potential of games in education, but for methodologies that can describe the emerging and global use of games both inside and outside formal education.