The second part of the Chapter focuses on game design approaches and elements that can promote learning and therefore should be taken under consideration during the design of an educational videogame. The third part presents state-of-the art technologies, such as Augmented Reality (AR) and Virtual Reality (VR), and how these could influence the educational effect of an educational videogame. In this context, a real case scenario of using VR for educational purposes is presented. The Chapter concludes with insights about the future of educational videogames as well as good practices in order for teachers to fully exploit the potential of an educational game as additional learning tool in the classroom practice.

Keywords: Educational videogames, game-based learning, educational game design, videogame technologies

Due to all aforementioned reasons, currently focus has been put on the development of educational videogames. Educational videogames differ from entertainment videogames because they “… target the acquisition of knowledge as its own end and foster habits of mind and understanding that are generally useful or useful within an academic context” (Klopfer et al, 2009, p. 21). Educational games are serious games specifically used for education. Serious games are designed for purposes (education, training, rehabilitation, marketing and social improvement) beyond pure entertainment (Backlund, & Hendrix, 2013). Although in the literature of digital games there is not an agreed upon definition of an "educational videogame", in this Chapter we will refer to "educational videogames" as digital games designed to achieve direct learning objectives on a specific subject.

Educational videogames, similarly to any other form of videogames, are played by using some form of electronic media that is computer, game console, or mobile/cell phone. Unlike other educational digital means, educational videogames include a reward system, narrative plot with relevant learning content, goals which motivate players, an engaging environment with situated activities and interactive cues that can foster learning and provide feedback.

Α survey of more than 500 teachers (Wastiau, Kearney, & Van den Berghe, 2009), carried out by the European Schoolnet, reveals that – regardless of their gender, age, number of years in the profession, familiarity with games, age of their pupils, or the subject they teach – teachers do indeed use digital games in the classroom. They use both educational and commercial/leisure videogames. Whatever the type of games used, teachers observe in students renewed motivation and progress in certain skills (social, intellectual, spatio-temporal, etc.).

Indeed, videogames and, by extension, educational videogames, can enhance attention, spatial concentration, problem-solving, decision-making, collaborative work, communication, creativity and ICT skills. Most of these skills are included in the 21st century skills.

On the other hand, videogames in general, and educational videogames in particular, can enhance players' linguistic, numeracy and literacy skills. As reported by Wastiau, Kearney, & Van den Berghe, (2009) most of the digital games having been used in class were intended to improve language learning, both as mother tongue and foreign language. Other subject areas where games are usually being used are geography, maths, history and science.

Moreover, findings of another study (Takeuchi & Vaala, 2014) show that one of the most impactful use of games in classroom is for motivating and rewarding low-performing students who seem to really benefit from their engagement in an educational game.

Aiming to explore the field of educational videogames and reinforce their systematic implementation in the classroom, this Chapter starts with a taxonomy of educational videogames with respect to genre, time aspects, technology, learning theories as well as domains of application and paradigms of use. Then, the Chapter provides information on game design and elements which should be taken under consideration during the production of an educational videogame. The third part presents state-of-the art technologies, as for example Augmented Reality (AR) and Virtual Reality (VR), and how they could influence the educational effect of an educational videogame. This Chapter also includes five exemplary cases of educational games and two real case scenarios of using educational videogames. In conclusion, insights about the future of educational videogames as well as good practices and constraints of use and implementation are given.

Educational videogames can be developed using state-of-the art technologies, as for example Augmented Reality (AR), Virtual Reality (VR), body motion detectors and others, in order to enhance students' engagement, immersion and motivation. Finally, although the integration of an educational videogame in classroom incorporates many challenges, thoughtful choices during planning and flexibility in execution can be very helpful for teachers.