  We extend the theory of disciplinary integration of games for science
education beyond the virtual world of games, and identify two key themes of a
practice-based theoretical commitment to science learning: (1) materiality in
the classroom and (2) iterative design of multiple, complementary symbolic
inscriptions (e.g., graphs and agent-based programs). We also identify the
affordances of our proposed approach for facilitating student learning and
teacher agency.

Physics Education