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The main objective of this study was to evaluate the effects of the introduction of educational videogames into the classroom, on learning, motivation, and classroom dynamics. These effects were studied using a sample of 1274 students from economically disadvantaged schools in Chile. The videogames were specifically designed to address the educational goals of the first and second years of school, for basic mathematics and reading comprehension. The sample was divided into experimental groups (EG), internal control groups (IC) and external control groups (EC). Students in the EG groups, used the experimental video games during an average of 30 h over a 3-month period. They were evaluated on their acquisition of reading comprehension, spelling, and mathematical skills, and on their motivation to use video games. Teachers’ expectations of change due to the use of video games, their technological …