The discussion of harnessing games for teaching and learning has started since the widespread popularity of Pac-Man in the early 1980s (Squire, 2003). Without doubt, the “games” discussed in most of today’s game-based learning research are quite different from the ones that were used in education in the last few decades. The differences are not only in games’ technical enhancement (e.g., more sophisticated 3D user interfaces, dynamic synchronous players’ interaction, etc.) brought by the advancement of technology, but also their underpinning learning philosophy, shifting from behaviourism (Rachlin, 1991; Skinner, 1938) to constructivism (Bruner, 1960; Papert, 1993; Piaget, 1964, 1970).