KAM V Breadth
Currently, there is no framework for the pedagogical evaluation of video game-based learning. A host of research issues have emerged to create the next generation of games to support learning in math, science, and engineering. Yet little to no research has emerged in the area of game-based learning to improve the combat readiness of the armed forces. This paper explores, compares, contrasts, and synthesizes prevailing learning design theories from such noted learning experts as Gagne, Bloom, Kirkpatrick and Keller with video game design theories in order to create an evaluation framework for video game-based learning. It adds definitive research in the badly needed area of military game-based learning that the Department of Defense needs that proves, or disproves, the idea that digital game-based learning can improve individual, or collective, performance in the field.

KAM V Depth
This paper explores, compares, contrasts, and synthesizes prevailing learning design theories and the use of games for leaning into a logical argument for the need to develop a new learning taxonomy to help root game-based learning in sound pedagogical theory. It adds definitive research in the badly needed area of military game-based learning that the Department of Defense needs that proves, or disproves, the idea that digital game-based learning can improve individual, or collective, performance in the field.

KAM V Application
This paper develops a theoretical framework for the pedagogical evaluation of video game-based learning  environments.  The framework consists on a new Instructional Systems Design Learning Taxonomy to select video game capabilities based on specified learning objectives.  The matrix  uses an adaptation of Bloom’s Taxonomy of learning updated for the new media of video games.  It adds definitive research in the badly needed area of military game-based learning that the Department of Defense needs that proves, or disproves, the idea that digital game-based learning can improve individual, or collective, performance in the field.