Digital games and gamelike contexts have become an integral part of young people's lives, and scholars have speculated about their potential to engage and enhance children's learning. Given that digital games are complex systems, we propose that different aspects of game features and game play might influence learning in different ways. Drawing on developmental and educational psychology theory and research, the article identifies 4 potential pathways of digital game influence: time, formal features, content, and context of use. Research findings from games and other technologies are presented to provide support for each pathway. The conceptual framework presented in the article will help to ensure learning from, with, and within games.