Is there room for this?

For example, students will learn while playing Immune Attack that chemical signals float randomly though the space around a bacteria, and that because of their random motion that began at a fixed point, that the effect is a gradient of chemical leading to the bacteria.  Additionally, players will see that different types of cells respond differently to the same signals.

The paper quoted below should be readily interpreted by a reader who has a deep understanding of these concepts.  The actual data can be assimilated, and if it contradicts any data previously learned by the reader, the actual data can be relearned…  while the core concepts remain intact and equally able to guide the reader. 

We hope this will be accomplished by Immune Attack, both the currently available version and our future versions.  We welcome your comments, suggestions, criticisms and encouragement!

A current paradigm states that monocytes circulate freely and patrol blood vessels but differentiate irreversibly into dendritic cells (DCs) or macrophages upon tissue entry. Here we show that bona fide undifferentiated monocytes reside in the spleen and outnumber their equivalents in circulation. The reservoir monocytes assemble in clusters in the cords of the subcapsular red pulp and are distinct from macrophages and DCs. In response to ischemic myocardial injury, splenic monocytes increase their motility, exit the spleen en masse, accumulate in injured tissue, and participate in wound healing. These observations uncover a role for the spleen as a site for storage and rapid deployment of monocytes and identify splenic monocytes as a resource that the body exploits to regulate inflammation.

As mentioned in the "Learning Progressions":

The goal is to have students become independent readers of scientific

articles.

such as mentioned above and make provision for such changes in knowledge to be made easily int the programs.

Melanie suggested I post my feedback to her here.

I like the idea of embedding these kinds of games into larger learning sequences (learning progressions), which I am attempting to do with my class.  It would be useful to me to have a formative assessment structure built into the game after every mission.

Students would be able to transfer their learning experiences to see the relationship between their experience and the specialized language of science.  The goal is to have students become independent readers of scientific articles.   This goal requires starting with highly visual experiences provided by games like immune attack then proceeds to individual word mastery, then text comprehension, and finally independent reading.  I see your work as an important piece of a larger puzzle for fostering scientific literacy.  Well done!