This study extends previous work (Kinzer, Turkay, Hoffman, Vicari, De Luna, & Chantes, 2013), through a survey of game designers. The work presented here provides insights into decisions made by game designers designing educational, as opposed to entertainment-focused games, in an attempt to link design and development decisions to the infusion of games into classrooms by addressing barriers to classroom adoption. Questions and issues addressed include: What are the decisions that go into determining what games are produced, what educational theories are embedded in designs (and how those decisions are made), what determines the content areas targeted by design decisions, and how game designers’ use of educational focus groups and marketing strategies influence the adoption of educational games.
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