This article draws upon fi ndings from research on the eff ects of gaming, educational psychology, teacher professionalism as well as school improvement, to develop a framework for linking video game activities to formal education. Th is framework uses video game achievements – virtual trophies received for completing tasks or mastering challenges – as a proxy indicator for the development of competencies relevant to formal education. We suggest that this knowledge can be harnessed to improve teaching and learning, in particular teacher perceptions, teaching skills, and, ultimately, measurable changes in students’ learning. Showing teachers what students can actually do and are already doing (in video games) could help them better understand areas of strength and interest of their students. Zugang zum Volltext innerhalb des Netzwerks der PH Zürich (oder VPN) mit diesem Link. Nach Ablauf der Embargofrist ist der Zugang auch via Repositorium PHZH gewährleistet. Bei Fragen: repositorium@phzh.ch

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