Abstract: Studies on game-based learning usually investigate at least one of three subjects: the effects of gaming on learning performance, the effects of gaming on cognitive skills and attitudes, and learners’ game-design experiences. Whether gaming relates positively to learning outcomes is still under investigation. This study examines (1) the components contributing to the development of a literate game player and (2) how players could cognitively grasp the design of a game scenario based on real history. This study surveyed 497 participants in Taiwan on their knowledge of Chinese history. The participants constituted two groups: game players and non-players. The study examined test performance by using an independent sample t-test and one-way ANOVA and Pearson-correlation methods. The results revealed that the game players were more knowledgeable about the history of the game period, and were more motivated to learn history by playing the game than was the case with the non-game players.