Two issues not yet satisfactorily addressed concerning games in education:
Yes, games motivate play. And, during that play, learning can and does take place.
The question is then what are the consequences of co-opting intrinsic (game/play) motivation to achieve extrinsic (educational) goals.
And, aside from the practical question of whether this (e. g., “stealth learning”) is effective, there are ethical questions: To what extent do educational ends justify playful means?
Do games accurately represent the real world?
This is a less of matter of how learning takes place than a matter of what is being learned.
Do games and simulations function equivalently? And, even if so, precisely what sort of territory is mapped by simulations/games — particularly digital simulations/games?