Digital game-based learning (DGBL) has gained significant attention due to three main factors: ongoing research, the engagement of digital natives, and the popularity of games. However, DGBL proponents face challenges in effectively communicating the benefits of games in learning. Research shows that games can be effective in promoting learning and reducing instructional time across various disciplines. The effectiveness of DGBL is attributed to its alignment with established learning principles, such as situated cognition and play theory. However, many DGBL studies focus on efficacy rather than explaining why games are effective or how to implement them effectively. Implementing DGBL in higher education involves three main approaches: students designing games, educators developing educational games, and integrating commercial off-the-shelf (COTS) games. The third approach is currently the most cost-effective and practical, as it allows for the use of existing games that can support, deliver, and assess learning. However, COTS games may have limitations in content accuracy and completeness, requiring careful analysis to align them with curriculum goals. Integrating COTS games into the classroom requires careful consideration of how the game aligns with the curriculum and content. Educators must balance the needs of the curriculum with the structure of the game to avoid compromising learning outcomes. Additionally, activities should be designed to maintain the engagement and flow of the game, ensuring that students remain immersed in the learning process. Institutions must also provide support for DGBL, including documentation, training, technical support, financial assistance, infrastructure, and research and development. This support is crucial for the successful implementation of DGBL and for ensuring that it is used effectively in education. Learning from past technological innovations, such as media and computing technology, is essential to avoid repeating mistakes and to fully realize the potential of DGBL in transforming how students learn.Digital game-based learning (DGBL) has gained significant attention due to three main factors: ongoing research, the engagement of digital natives, and the popularity of games. However, DGBL proponents face challenges in effectively communicating the benefits of games in learning. Research shows that games can be effective in promoting learning and reducing instructional time across various disciplines. The effectiveness of DGBL is attributed to its alignment with established learning principles, such as situated cognition and play theory. However, many DGBL studies focus on efficacy rather than explaining why games are effective or how to implement them effectively. Implementing DGBL in higher education involves three main approaches: students designing games, educators developing educational games, and integrating commercial off-the-shelf (COTS) games. The third approach is currently the most cost-effective and practical, as it allows for the use of existing games that can support, deliver, and assess learning. However, COTS games may have limitations in content accuracy and completeness, requiring careful analysis to align them with curriculum goals. Integrating COTS games into the classroom requires careful consideration of how the game aligns with the curriculum and content. Educators must balance the needs of the curriculum with the structure of the game to avoid compromising learning outcomes. Additionally, activities should be designed to maintain the engagement and flow of the game, ensuring that students remain immersed in the learning process. Institutions must also provide support for DGBL, including documentation, training, technical support, financial assistance, infrastructure, and research and development. This support is crucial for the successful implementation of DGBL and for ensuring that it is used effectively in education. Learning from past technological innovations, such as media and computing technology, is essential to avoid repeating mistakes and to fully realize the potential of DGBL in transforming how students learn.