In Critical Education in an Interactive Age, Squires (2008) similarly finds video games are designed and organized around functional epistemologies of doing and that gamers experience the game world literally through their controller, testing out what can be done in the game world. Information is received just in time and on demand. Some positive aspects are that players make choices and learn by doing, they also learn through failure as there is much trial and error. In gaming failure conditions provide learning opportunities and are considered challenges to overcome. Video games provide opportunities to create worlds and design conditions as well as participate in social relationships and teams. They are participatory and rhythmic and require precise timing and coordination.
For educators to keep current with differentiated pedagogy, it is important that they not dismiss video games as "all" being violent and destructive and actually take some time to experiment with multiple games with an open mind.
Squires, K. (2008). Critical Education in an Interactive Age. In Mirror Images: Popular Culture and Education. (pp. 105-123).