The essay is a conceptual analysis from an instructional design perspective exploring the feasibility of using three-dimensional digital game-based learning (3D-DGBL) environments to assist in second language acquisition (SLA). It examines the shared characteristics of narrative within theories of situated cognition, context-based approaches to SLA, and game studies as a means of developing meaningful, engaging, and instructional gameplay in 3D-DGBL environments. The article concludes with a design rubric proposed for aligning gameplay in 3D-DGBL environments with concise performance objectives in order to support assessable learning outcomes. A theoretical approach for designing 3D-DGBL environments, the essay invites further discussion on the topic and calls for increased research and development in the area. (Contains 1 note, 1 table, and 7 figures.)