First, the potential of digital games is discussed using the tutor/tool/tutee
framework proposed by Taylor (1980).
Second, the potential of digital
games to enhance learning by
connecting game worlds and real
worlds is stated. Third, the
possibility of digital games to
facilitate collaborative problem-
solving is addressed. Fourth, the
capability of digital games to
provide an affective environment for
science learning is suggested. Last,
the potential of using digital games
to promote science learning for
younger students is indicated.