This question kept haunting me, my friends, colleagues, and peers for a while. Eventually, I reached the conclusion that, like in many of our favorite stories, there is not one single definition of what we call a “hero” for this book. Heroes rise from the needs and challenges of their environment. They do not always know from the very beginning the whole set of obstacles they will encounter, and they also do not know they are the ones who will bring balance to the universe! In this sense, I cannot give a definition of the educational game designer. But I can say that educational game designers share some of the following characteristics, challenges, and difficulties:

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They are dedicated, interested, or simply curious to explore how games can be used and designed in learning contexts. Some of them have already found a way to integrate games into their work but want to go deeper; some of them have occasionally used games in learning contexts but are still trying to find a way to use educational games in their own particular teaching contexts; and others can see the potential of educational games but do not yet feel comfortable introducing them to their deliveries
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escaping their own physical limitations and instead being transported into our virtual world, assuming their character’s identity such that it is “they themselves” (and no longer their avatar) who are in the game . ------- Pertanyaan ini terus menghantui saya, teman-teman, kolega, dan teman sebaya untuk sementara waktu. Eventually, I reached the conclusion that, like in many of our favorite stories, there is not one single definition of what we call a “hero” for this book. 
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