At present, methods for the optimal use of two approaches to computer game-based learning in school to enhance students' learning, namely, computer game play and game design, are obscure because past research has been devoted more to designing rather than evaluating the implementation of these approaches in school. In addition, most studies emphasize human-computer interaction; little work examines teacher-student interaction. This article aims to uncover the pedagogical usability of these approaches, in terms of the purpose, value, and alignment with school curricula, by reviewing and reconceptualizing them from the view of a wide array of scholarly work. To address these, the pedagogical functions of game play and game design are first reviewed and then reconceptualized. The findings indicate that game play is purposeful in acquiring specific knowledge or skills; game design is best for integrated and critical learning. Game play supports transited and transacted curriculum development, whereas game design promotes the transformative curriculum. Particular situations in school that apply to these two approaches, along with highlights of teachers' roles in their implementation, are also discussed. (Contains 2 tables.)