While game-based learning and simulation environments make it possible to assess students’ interaction with complex systems (Frezzo, Behrens, & Mislevy, 2009), a concern remains that they will drift into performativity. That is, away from truth, justice and beauty, and into a performance maze where what is considered as performance is determined by computer programmers, and what is considered good performance is determined by input/output ratios. Performativity par excellence (Lyotard, 1984; Lyotard & Thébaud, 1985/2008). It evokes the dystopia of the films The Hunger Games and The Matrix (I haven’t seen either though). source
Games are considered as the solution to many educational issues, such as engagement and interaction. The problem that Marten Koomen points out is that games focus on performance, over notions of truth, beauty and justice.