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Everything old is new again. In a recent "Point of View" editorial commentary in Educational Technology, Richard E. Clark revisits the now-famous media-effects debate with a focus on serious games. Clark argues that serious games have little to offer that improves upon traditional methods. This article responds to those claims. While Clark's article makes some important points, the authors believe that Clark has based his conclusions on a somewhat one-sided subset of resources, resulting in some possible misunderstand ings and invalid assumptions.
