The effects of game-based learning on cognitive gains are still being investigated (Connolly, Stansfield, & Hainey, 2007; de Jong & van Joolingen, 1998; Washbush & Gosen, 2001). However, researchers who study game playing are nearly certain that the more frequently a player plays games, the more confident and the more fluent he or she will be in gaming (Bonanno & Kommers, 2008). So, would game players learn more about a subject if the game concerned real history and if knowledge of the history were part of the gaming literacy? To further explore whether a game concerning real history can affect players’ spontaneous motivation to learn and players’ knowledge of history, this study surveyed Taiwan game players familiar with a history-simulation game that is popular in Asia and that was developed by the Japanese KOEI company. The game is Romance of the Three Kingdoms (RTK). The purpose of this study is to investigate if there is any association between playing RTK and players’ knowledge of the events in this historical period, the part of the RTK gaming literacy.