Computer and video games have recently attracted significant attention from educators as a medium for learning. Clark's (2007) critique of the "Serious Games" movement provides a set of useful guidelines for moving that particular industry forward. This article argues for another way of framing the emerging field, as "Games, Learning, and Society." Research and theory in this field can be conceptualized in three overlapping areas: researching learning in popular gaming cultures, designing learning environments based on those principles, and reconceptualizing educational practice for an interactive age.