This research looks at the effects of playing cooperative and competitive computer games on pupils’ classroom interaction frequency, as an index of their cooperation and engagement in class. It was predicted that students who played a cooperative game would receive higher teacher ratings of classroom interaction frequency, whereas students who played a competitive game would receive lower teacher ratings of classroom interaction frequency. Thirty-two school children with behaviour and learning difficulties played either a cooperative or competitive version of the Wii for a week. The pre- and post-game classroom interaction scores were different for the cooperative and competitive game conditions in the predicted directions. The findings suggest that cooperative games may benefit the social interaction of pupils within the classroom.