29 Copyright © 2011, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. Chapter 2 DOI: 10.4018/978-1-60960-495-0.ch002 INTRODUCTION This chapter will discuss the definition of ‘Games- Based Learning’ (GBL) and its associated terms and will suggest a position for GBL in terms of its relation to games and simulations. A brief review of the use of some computer games in education will then be performed to show the diversity of the use of GBL outside of computer science. The chapter will then review the use of computer games in computing education and will summarise the empirical evidence associated with the relevant games. Finally there will be a brief discussion on the advantages and disadvantages of games-based learning. Thomas Hainey University of the West of Scotland, Scotland Thomas Connolly University of the West of Scotland, Scotland Mark Stansfeld University of the West of Scotland, Scotland Liz Boyle University of the West of Scotland, Scotland The Use of Computer Games in Education: A Review of the Literature ABSTRACT Games-based learning has captured the interest of educationalists as it is perceived as a potentially highly motivating approach for learning in a diverse number of areas. Despite this, there is a dearth of empirical evidence in the GBL literature, and confusion as to where games-based learning fts in relation to games, simulations, and serious games. This chapter will present a review of the current state of the GBL empirical literature, but will particularly focus on the felds of software engineering, Information Systems, and computer science. This chapter will also take into account the advantages and disadvan- tages that have to be considered when selecting a GBL approach.