I found Dickey’s article to be one of the most exciting we’ve read all term. I now believe that one of my unconscious hopes in entering the DMDL program is that someone in the field was thinking about (and acting on) many of the issues that Dickey raises. Dickey’s thesis is that the strategies and tactics that computer and video game designers incorporate in order to thoroughly engage players in gameplay can and should be examined for potential uses in education—and instructional design—today. The path that Dickey takes through this landscape of possibilities (vast in 2005; even more vast today) is “an overview of the trajectory of player positioning or point of view, the role of narrative, and methods of interactive design” (67). A couple of points that stuck with me more than others on this path is the notion of utilizing narrative devices such as backstory and cut scenes in designing for engaged learning. Considering where in the design field I might take myself in the future, I wonder if the following statement by Dickey is still true: “little has been written about the pragmatic application of narrative in instructional materials, and how to create compelling narratives to support multiple learning activities in complex, multifaceted environments, and to sustain interest over time” (74). This point—as well as many others throughout the article, really—also made me think of (and made me think to look more into) the Quest to Learn charter school in Manhattan.