The argument for game-based learning (GBL) has stagnated. The justification for introducing games into the classroom has not developed in over 30 years. However, the introduction of digital game-based learning is not merely a change of gaming platform, but a significant advancement in learning technology. The two-way interaction between game and student provides unique paralinguistic communication, allowing the game to potentially react to a player's emotional state. With learning being so dependant upon the student's emotions, affective gaming could herald a revolutionary step in the delivery of education.
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