De Castell and Jenson argue that educational game development has generally overlooked what recreational-commercial games exploit, foster, and understand. They strongly believe that games can support educational objectives, but can only enjoy real success if they are remodeled to resemble recreational-commercial games. De Castell and Jenson used a methodology consisting of observation and direct participation in gaming culture, which is appropriate for this type of research, but is lacking a theoretical social analysis framework that can provide an overview of the potentially relevant contextual factors in game studies. The outcome of their research is not a prescription for how to design engaging educational games, but a description of design possibilities. Their work suggests a radical new direction for the design of educational games that is free of the dichotomy between learning and play, insisting instead that both should and do intersect.