The value of video games for learning is a controversial issue that has fueled numerous investigations since the first electronic games captivated generations of young people and children in the 80s (and Méndiz De Aguilera, 2004). While, initially, there were suspicions to believe that video games could be useful in education and training field currently, it is a widely shared by both researchers concept, for educators (Del Moral, 2010; Gros, 2009, Gros, 2000 Etxeberría, 1998, Calvo, 1998) According to Prensky (2005) students today demand to be involved in the learning process. The classrooms are full of digital natives who have spent their entire lives interacting with technological devices and using the Internet. The school, for them it is much less interesting than any of the electronic devices they use every day, such as computer, smartphones, consoles, etc. (Prensky, 2007). Young people also are not limited to use such devices for content consumption, but use them interactively to create new content, and edit music and videos, interact on social networks, sharing hours of games with others. Therefore, to close the technology gap between digital natives and parents and teachers, it is necessary to assume that young people have reinvented the way we do things in accordance with the technological tools at your disposal and you have to modify the teaching method (Prensky, 2006). For generations of digital natives, video games represent their first contact with computers and digital culture, especially after the spread of smartphones and tablets, devices to which the children have free access early. Therefore, electronic games are, in themselves, a digital literacy tool (Gros, 2000)...
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