Today, it is possible to play games on consoles, personal computers and also the Web. Some of these games are qualified as serious because of their pedagogical objectives. In order to equip teachers to develop serious games, a research team designed a Generic Serious Games Shell (GSGS). This environment facilitates the creation of serious games adapted to distance learning without the need for data-processing knowledge. To develop this environment, we relied on an interactive creative process, which proposes five stages: (1) Preliminary analysis (target audience, learning environment and context of use, pedagogical and technological expectations, definition of a serious game structure); (2) Design (description of the game’s components and learning content); (3) Media Development (technical requirements, computer graphics development and multimedia programming and functional tests); (4) Validation of the GSGS (trial) and (5) Evaluation of learning (creation of a serious game with the help of the GSGS, validation of the content by experts, experimentation with target audience, revisions if necessary). In the context of this presentation, we will discuss the guidelines (pedagogical and technological) that directed its development. We will demonstrate an example of a serious game that was created using the GSGS to develop autonomy and an understanding of cause and effect relationships in high school students to encourage them to be responsible consumers of water: Escouade H2O.