It is during the 17th century that the games with an educational purpose appeared in the noble families: games of recognition of blazons, games to learn how to be a good king, games involving lead figurines allowing to develop war strategies etc. Since then, the game and how society views it has never stopped evolving. Nowadays, the game is an integral part of the active pedagogy: it draws the attention of the pupils, it socializes them, it stimulates their curiosity and develops their knowledge by borrowing a playful and attractive method. Although it's been used very commonly at the elementary school, its use has been rather limited in middle schools and in high schools. This study carried out in three phases has for objective to find out whether the students' learning skills have improved through such an approach. Do pupils learn better when they are in charge of making the questions and the answers of a game or when they take part in one? The results of this experiment correlated in the theoretical concepts will allow us to bring elements of (non-exhaustive) answers to our hypothesis.