Videogames have become educational, communicative and social tools among the youngest, favouring the acquisition of skills, abilities and values, encompassing an endless number of themes, and help to experience and to face, in the first person, a great diversity of environmental situations and ecology problems. Thus, the present article aims: a) the evaluation of a sample of 20 educational videogames about water, making use of some empirical criteria of quality; and b) the design, validation and application of an integrate quality indicator of educational videogames on water, based on the aspects of narrative, gameplay and didactics to that sample, which allows us to obtain a ranking. The findings reflect a ranking of games allows to suggest that the nature of the game (simulation, adventures, platforms or questions) does not determine the quality of the game, although generally simulations and adventure games are placed in a range of medium or high quality, as well as those games that pursue objectives related to the design and management of a territory in a sustainable way. The paper provides teachers with quality criteria based on narrative and gameplay that complement and enriches the pedagogical dimension.