This paper deals with the challenges related to the development of an educational design for learning games. The focus will be on how instructional and introductory texts that are integrated in specific game-based platforms address teachers, and how and why these texts can be developed as part of the educational design of game-based learning. In the paper we shall conceptualize these texts as paratexts, following Genette’s terminology. In the paper we shall present an on-going development of an educational design concept for learning games with a focus on how teachers are and can be included in the design of game-based learning platforms. The teacher’s role is important in a game based school practice, as the teacher develops new functions as a teacher and new positions in relation to the students. A number of studies show that teachers often fail to take an active role when games are used in the classroom, as they often rely on the pupils to know what to do or believe that the students are active and engaged and therefore engaged in learning, when they are playing. However, the studies also show that the teacher’s role is imperative to the students’ benefits from learning, and often the pupils criticize the teacher’s failure to participate. Based on empirical studies we shall analyse different ways of employing paratexts directed to the teachers and in the educational design of game-based learning environments, and discuss what design aspects should be considered when addressing the teachers.
Learning Games; Educational design; Teacher roles; Game based learning platforms