Do video games and simulations really belong in the classroom? A growing body of evidence--from education conference sessions to ramped-up gaming research and university pilot programs--all point to the affirmative. However, sensationalized press accounts, a personal lack of familiarity with games, and other factors still contribute to a broad skepticism of their value by educators, parents, and the public. This article presents the second part of the two-part series exploring myths about video games and their learning potential. [For Part 1, see EJ778454.]