Currently there is considerable enthusiasm for exploring how we can apply digital gaming paradigms to learning. But these approaches are often weak in linking the game-playing activity to transferable social or conceptual processes and skills that constitute, or are related to, learning. In contrast, this article describes a "dialogue game" approach to learning in cyberspace related to Wittgenstein's notion of a "language game" that seeks to explicitly link game-playing activity to the development of generic dialogical and reasoning skills that lead to improved conceptual understanding and collaborative knowledge refinement. This article initially discusses the current articulations of gaming as an approach to learning before justifying and describing the dialogue game approach the authors are currently adopting. This is followed by a summary of empirical evidence in support of this design paradigm and a description of a socio-cognitive tool called "InterLoc" that organises, mediates, structures and scaffolds educational dialogue games. The approach is demonstrated and the implications it holds for designing gaming or other types of educational interaction are then discussed in the context of existing and near-future possibilities within the evolving e-learning landscape. (Contains 3 notes, 1 table and 1 figure.)