There Is A Reason They Are Called Games

Videogames, along with social media and online learning environments (e.g., MOOCs), are the most recent technological advancements viewed as an educational panacea and a force for democracy. However, as with previous technologies (e.g., educational radio, film), these mediums have particular affordances and constraints as educational environments and tools for democratic education. This paper presents results from a study of the content, design, and potential for four iCivics games (e.g., Do I Have a Right) to meet the goals of democratic education. Specifically, we focus on the design of the games as an educational context, the accuracy of the content, and if they present best case, fair hearing, of competing points of view on issues deemed controversial in contemporary society. We hope this study helps to continue the conversation between democratic educators, game designers, and educational researchers.