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Educational video games are being used increasingly in teaching physics. They offer learners a fun and convivial learning environment. However, the use of an educational video game genre that is ill-suited to a type of learning situation or inconsistent with the learners' motivational profile influences the effectiveness of its use in the classroom. In this context, this article deals, on the one hand, with the coherence between the genre of video games and the type of learning situation found in the context of the competency-based approach. On the other hand, it presents the results of a survey to describe the Moroccan learners' motivational profile in video games. The results show that the games should be adapted to each type of learning situation, designed and chosen to meet the learners' interest and avoided when learners are not interested in the genre of the games. It is also pointed out that most of learners prefer to use video games at the level of the explanation of the lessons and the exercises. In light of this research, we have made a number of recommendations for choosing and designing an educational video game.

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