Digital educational games (DEGs) constitute an effective teaching approach, particularly when they are used in combination with collaborative learning scenarios. However, when changes are made in the teaching and learning process, teachers are responsible to apply and realize them in practice. Therefore, it is vital to understand their views and attitudes on the matter, regardless if they are pre- or in-service teachers. In this work, a questionnaire was used for gathering data from 263 undergraduate students from Departments of Education in Greece, regarding their views about the use of DEGs for collaborative learning. It was found that their attitude was between neutral and slightly positive. On the other hand, their intention to use DEGs for collaborative learning was positive. It was also found that whether they consider DEGs useful and their attitude toward DEGs, were significant determinants of their intention to use them. Gender and the frequency of playing games had an impact on how useful they consider DEGs to be, while age had an impact only on pre-service teachers' attitudes toward the use of DEGs for collaborative learning.