Abstract

In this article, the author highlights the necessary for various disciplines to recognize “games” and “play” as a central feature of various human endeavours. This enables the appreciation of games not merely as supplementary educational tools but a learning goal in its own right. Destigmatizing the role of games in education facilitates the development of a comprehensive framework for incorporating digital and “digitally facilitated” games in an educational setting. The author further presents the factors that educators across disciplines and levels of education must consider in designing and selecting appropriate digital and “digitally facilitated” games.