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Digital games are potentially powerful vehicles for learning (Gee, 2007; Prensky, 2006; Mayo, 2009; Shaffer, Squire, Halverson, & Gee, 2005; Rieber, 1996; Squire et al., 2003), and numerous empirical studies have linked classroom use of educational games to increased learning outcomes in science (e.g., Annetta, Minogue, Holmes, & Cheng, 2009; Dieterle, 2009; Neulight, Kafai, Kao, Foley, & Galas, 2007; Squire, Barnett, Grant, & Higginbotham, 2004). Several reviews have concluded that game-based learning offers numerous theoretical and practical affordances that can help foster students' conceptual understanding, engagement, and self-efficacy (Aldrich, 2003; Cassell & Jenkins, 1998; Kafai, Heeter, Denner, & Sun, 2008; Kirriemuir & Mcfarlane, 2004; Martinez-Garza, Clark, & Nelson, 2012, Munz, Schumm, Wiesebrock, & Allgower, 2007). That said, not all games effectively support learning for all learners (Young et al., 2012). Clark, Tanner-Smith, and Killingsworth (2015) find favorable support for the use of educational games overall, but particularly in cases where games are augmented through the application of sound learning theory.