Learning games are becoming increasingly popular in formal learning settings as well as in informal and non-formal settings. Researchers and literature reviews over the past decades have highlighted the educational effectiveness of a specific type of learning game, called “serious games.” The latter has been shown to have great educational potential in providing an authentic and effective learning experience, within which fun and learning are integrated in order to enhance, in a fun and intrinsically motivating way, not only the cognitive and academic skills but also the social-emotional skills of individuals with High-functioning Autism Spectrum Disorder. This entry aims to investigate, through a review of the scientific literature, the educational and therapeutic benefits of serious games in improving social behavior and nonverbal behavior, recognition/production of emotions and/or mental states (e.g., beliefs, opinions, intentions), and collaborative skills of children with High-Functioning Autism Spectrum Disorder, whose social-emotional skills are found to be deficient in understanding the subtleties of social life.