Most educational, exogenous video games present a drill and practice experience for learners. Ironically, commercial video games, endogenous games can elicit a more rigorous and in-depth learning experience (Gee, 2007b; Squire, 2006), as compared to their educational counterparts. The purpose of this paper is to explore and evaluate the literature that addresses the issues associated with educational, exogenous games and the potential role commercially produced endogenous games have for digital-aged learners. Commercial video games such as Civilization represent a more viable choice for teachers to ensure the game experience is aligned with the participatory needs of digital-aged learners.
Salerno, K., deJong, E. "Exploring and Evaluating Exogenous and Endogenous Games for Education". 2014. In P. Preciado Babb (Ed.). Proceedings of the IDEAS: Rising to Challenge Conference, pp. 141-150. Calgary, Canada: Werklund School of Education, University of Calgary.