Many history teachers consider the impact of video games on student learning and use them in their classrooms. If, for the past 10 years, researchers in history teaching have been interested in such lessons, their work has hardly examined the use of video games in teaching history; significant empirical research is scarce and not decisive. We hence compared the impact of teaching with and without video games. Results show that students who were given a “traditional” lecture memorized more factual knowledge than those who used the game.