The main purpose of this qualitative study was to determine the influence of participation in educational games on cognition and attitudes of seventh-grade students. Student attitude towards learning scientific language and concepts during gameplay was examined. This study was conducted in a seventh-grade science classroom in a North Eastern (USA) middle school. The effects of collaboration, socialization, membership, identity, and game culture were examined. Findings indicated that the use of educational games engaged various types of learners via an Alternate Learning Approach. Specifically the students who have limited language skills may benefit from games through the use of common language. Also students who are disinterested or reluctant to talk in class may be encouraged to voice their opinions and ideas in the more relaxed group setting provided by game structures that foster cooperative learning.