Designing computer based environments is never easy, especially when considering young learners. Traditionally, computer gaming has been seen as lacking in educational value, but rating highly in satisfaction and motivation. The objective of this dissertation is to look at elements of computer based learning and to ascertain how computer games can be included as a means of improving learning. Various theories are drawn together from psychology, instructional technology and computer gaming, to devise an effective strategy in designing computer-based tutoring systems. With the inclusion of gaming elements, various designs can be tailored to the specific learning criteria of the students, reflecting their competencies and failings. More specifically, certain games can facilitate learner effects such as immersion, reward, motivation, reflection, collaboration and feedback; all necessary for effective learning (Wynn & Oliver, 1996). A taxonomy of the most common games in relation to their possible role in education is developed. The inclusion of gaming concepts is considered from both the behaviourist and constructivist views on instructional design. A model for the inclusion of various exogenous games into existing educational formats corresponding to Gagne’s (1977) instructional events is defined. Exogenous games are those that employ extrinsic fantasies and that are independent of the courseware. Five insertion points for exogenous games are defined. These are; 1) the exogenous game as an engaging environment, 2) as an aid to presentation of information, 3) as a means of aiding the testing of information, 4) as a means of rewarding the student and 5) as a means of enhancing retention and transfer. The model is described in detail with reference to the effective use of computer games for educational purposes. It was found that the model has value in web-based instructional design and designing computer based learning environments for young students and those with special needs.