This study investigated the educational roles of games not explicitly designed for pedagogical purposes. It examined how game genres and gamers' communication (networks, network diversity, heterogeneous discussion) influence perceived learning. Data from a national survey of Korean gamers (N=1392) were analyzed using hierarchical multiple regression. Results showed that game genres and communication networks significantly predicted perceived learning. Surprisingly, genres often considered violent and addictive contributed to learning, and communication unrelated to education or politics also predicted learning. The study suggests that game coplaying and diverse social networks are crucial for socio-cultural learning, and exposure to diverse perspectives during gameplay contributes to tolerance, deliberative democracy, and socio-political learning.
