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Over the years, digital games have become one of adolescents' main interests and a controversial issue among researchers all over the world. However, it is claimed that digital games can be a promising educational tool utilizing both the attributes that make them effective in the learning process and the students' predisposition to deal with them. The present study explores the background of digital game use in a group of Greek adolescents (N=125) (12 to 16 years old) and the potential of using digital games as an educational tool, on a socio-cognitive learning theory basis. Gender differences were revealed; concerning the time spent playing digital games, the game preferences, and the identification with the hero of the game. There was no correlation of frequent digital game use with low academic performance, though frequent game use was partially correlated with low self-esteem and high computer self-efficacy.