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The transformation of educational processes, derived from the technological disruption that has taken place in the educational field, has allowed for the development of certain methodologies and techniques that place emphasis on the students as an active element in their own learning. Among these methodologies is learning based on video games. Serious games are video games with an explicit educational objective, that facilitate the generation of motivating contexts, promoting relevant experiences, and with the possibility of creating challenges of a systemic nature. With a systematic literature review (SLR) methodology, this study analysed the pedagogical models and/or approaches that are implemented in the teaching–learning processes brought about by the use of serious games, with the aim of evidencing the potentialities derived from the conception of the video game as an educational resource. The results show a clear conceptual network in relation to the analysed subject, with little interaction between selected studies. A variety of pedagogical models were identified, pertaining to the use of serious games as an educational resource in the classroom context. As an overall conclusion, there is no one reference model able to generate a single pedagogy for serious games.

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