Digital games seem to have enormous educational potential. But something goes wrong. Although the field of digital games is booming, games that are designed with an educational purpose in mind have a large variety of deficiencies. The treatment of knowledge in games is a decisive factor. There is an obvious difficulty of balancing the virtual vs. the real — a phenomenon in games that is not yet well-understood. The paper demonstrates how knowledge in games may be properly used as knowledge — a step towards learning effects.