To appear in International Journal of Gaming and Computer Mediated Simulations, 3(2), 2011. 1 Learning to Become Citizens by Enacting Governorship in the Statecraft Curriculum: An Evaluation of Learning Outcomes Yam San Chee, Nanyang Technological University, Singapore Susan Gwee, Nanyang Technological University, Singapore Ek Ming Tan, Nanyang Technological University, Singapore ABSTRACT Citizenship education is especially important in developing nations where establishing a vital sense of statehood, belonging, and common purpose amongst citizens, presents political leaders with significant challenges. In this paper, we report on the enactment of an innovative citizenship education learning program based on the Statecraft X curriculum. We hold that it is essential for student learning to be engaged in and studied performatively, in the everyday context of students’ situated action and participation in discursive practices. Consequently, the curriculum involves school students using a 24/7 mobile learning game played on Apple iPhones—Statecraft X—to enact governorship in a game world Velar. In addition, students construct their ideal but fictional world Bellalonia via the “play of imagination” as part of a Play-between-Worlds curriculum model. Empirical findings show evidence that (a) dispositional shifts on several values and beliefs related to governance and citizenship were significantly “better” for intervention group students compared to control group students, and (b) intervention group students demonstrated significantly improved learning gains, compared to control group students, in respect of a summative essay writing task on governance and citizenship, evaluated on the criteria of relevance, perspective, and voice. Keywords: Becoming; Citizenship; Dialogism; Game-based Learning; Identity; Inquiry; Performance; Statecraft X INTRODUCTION Citizenship education is especially important in developing nations where establishing a vital sense of statehood, belonging, and common purpose amongst citizens, presents political leaders with significant challenges. In school systems, education administrators recognize the importance of nurturing students to develop into responsible and active citizens. In Singapore, citizenship education is enacted via the Social Studies curriculum. What constitutes a “good” social studies curriculum, however, remains strongly contested. Barr, Barth, and Shermis (1977) note that “[t]he content of social studies is a smorgasbord of this and that from everywhere; it is as confusing and vague as is the goal of citizenship, for not only do social studies educators have conflicting ideas as to how to create a ‘good’ citizen, they cannot even agree on the meaning of the term” (p. 2). Distilling from different historical emphases in the teaching of social studies, the authors propose three key approaches: (1) social studies as