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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 problemsolving 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.

References:

Li$,$ M$.$ C$.,$ & Tsai, C$.$ C$.(2013).$ Game$-$

Based Learning in Science Education: A

Review of Relevant Research. Journal of

Science Education and Technology, $1-22.$

There are five advantages of using games in science learning stated in the literature. Games can be used as tools; make connections between virtual worlds and the real world; promote collaborative problem solving; provide affective and safe environments; and encourage younger students for science learning.