Abstarct: The purpose of this study is to investigate the effect of using interactive games on the improvement of Iranian EFL intermediate learners' reading comprehension ability and their attitudes toward games. To homogenize students, a Nelson Proficiency Test was administered and 60 female students out of 78 students were selected. The researcher divided the participants into control group (N=30) and experimental group (N=30). Control group participants received traditional method as teaching reading comprehension texts while experimental group ones received interactive games as treatment. The participants of both groups were administered reading comprehension test as both pretest and posttest (posttest after 15 sessions). SPSS (22.0) was employed and both descxriptive [Mean (M), Number (N), Standard Deviation (SD), Normality, Reliability Index] and inferential [T-test (independent samples t-test, one sample t-test] were extracted. The results indicated that the experimental group’s participants who received interactive games had higher reading comprehension ability than the control group’s participants. The participants in experimental group who received interactive games were to fill an attitude questionnaire. The results showed that most of the students agreed with positive effects of interactive games on their learning. This study also provides educators with a view on using games as a fun activity in their language classrooms. It helps teachers to be more creative in teaching English.