Abstract
Recently the educational use of digital games has become an emerging research theme. Researchers, especially in the United States and Europe, have been exploring this theme and have made available valuable knowledge concerning various ways to introduce digital games into the classroom. Nevertheless, researchers and educators in Japan have not yet established the structural understanding essential to make more effective use of such digital games. This paper introduces recent relevant research findings and sheds light on what educators who wish to introduce digital games into their classrooms must consider in order for their efforts to bear fruit.
