experiments etc combined with the online game will have a significant impact. 4. Physical games and paper and pen games (such as the original Dungeons and Dragons) will have as much of a role to play as computer games. 5. Learning game design will become as important for education as playing games. There is a potential opportunity here for game building kits that allow students to create both electronic and physical games. 6. The take up of Virtual Reality in the classroom is likely to be slow due to practical and financial considerations. This may change as the headsets become cheaper, though classroom management issues will mean that teachers will probably prefer to have the students engaging with VR via screens in the short term. 7. VR builders will be as important, if not more important, than VR experiences. The ability of students to create VR worlds and games will open up the opportunity to teach a huge range of skills. Students should not only have the ability to drag and drop assets and create paths and triggered events in VR worlds but should also have the ability to create and skin assets themselves with simple 3D tools. In conclusion – Neuroscience and Gaming are probably the two biggest potential disruptors in the near future. They are closely linked, as brain research indicates that the mechanisms of games are more in tune with the way we learn than current classroom practice. Introducing a wide range of game scenarios into the learning process will have a significant impact. This should not just be playing to learn, but also giving students the ability to create games, simulations and worlds in sandbox mode, and also to provide teachers and learners with access to rich collateral resources and activities that will allow games to be used with the growing implementation of Blended Learning.>