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After publishing several sociological works on the reception and practice of contemporary games (role playing, video, etc.), this paper reconsiders the durability of an educational process, which is sometimes reduced to a desire for ideological inculcation through games. The paper underlines the usefulness of the historical method and the need to study the content of these products. Referring to a number of biases in social perceptions of this phenomenon, the paper also stresses the need to develop research in this field as well as the contribution of cultural mediation institutions (such as museums) to this approach. Taken together, these factors will make it possible to answer current questions raised by actors working as part of the educational process. © 2007 Lavoisier, Paris. All rights reserved.