Video games are starting to be considered for uses other than mere entertainment or recreation--as vehicles that promote implicit learning, given their attractive formula for training different types of cognitive skills (observation, memory, problem solving, etc.); as catalysts for learning processes; and even as learning contexts in themselves. This monograph highlights the most important conclusions that have been reached from educational experiences with video games--both commercial versions and serious games--within school contexts with different purposes. Five studies are presented that show empirical evidence and results--from different theoretical approaches and methodological perspectives--that claim to indicate the educational usefulness of video games. All of them concur in the need to properly select the video games used in concordance with the objectives intended, and, aware of their disruptive nature, to systematize interventions in order to control their effects (Del Moral & Fernández, 2015). In all cases, the intent is to capitalize on students' engagement (Deater-Deckard, Chang, and Evans, 2013), or in other words, on video games' ability to attract players' attention and immerse them in the proposed tasks, and to transform them into learning environments. This monograph, by no means an exhaustive representation of the many innovative experiences that seek to capitalize on the educational potential of video games, is intended to promote further research in this field.