We offer two possible explanations for the underrepresentation
of immersive games in classrooms. First, they
require longer stretches of gameplay and can take several
days or even weeks to complete, which make them
tough to fit within a class period or lesson unit. This
may explain why K-8 teachers report using shorter-form
genres like drill-and-practice, trivia, and puzzle games
more often than longer-form simulation, action/adventure,
and role-playing genres (Richards et al.; 2013). Second,
there is still a relative paucity of immersive games
that are suitable for use in K-8 settings. For younger
students in particular, online lesson systems and drilland-practice
apps are plentiful, while immersive games
with educational objectives are not.