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In this conceptual paper, we argue that K-12 serious gaming should focus on connected gaming, which is signaled by a move from a predominantly instructionist focus on having students play educational games f o r l e a r n i n g to an increasingly constructionist approach that has students make their own games for learning. Constructionist activities have always been part of the larger gaming ecology but have traditionally received far less attention than their instructionist counterparts. Wedblp:conf/icls/KafaiB14 fatcat:tnhnq4j47jclrcreyz3jur2xau