Association

We research, work and promote training and education through video games.

We actively participate in the transformation of education

VISION

From its birth in the seventies to the present, the video game has meant the introduction to the digital environment. We live in a digital society and, consequently, many of our games are digital. Video games have been implemented in a significant way and, at this time, we can find them in all areas and areas of society and at all ages. There is no doubt that today, video games take up a lot of free time for many children, teenagers and young people.

Video games are already integrated into the current sociocultural context and have reached the classroom with their informal, incidental, implicit playful pedagogy.

Children, young people and adults, as users of video games can obtain an experience that contributes to their digital literacy, which means not only playing but controlling their speech, knowing the rules from which they have been built or immersing themselves in the virtual world that they present us But all this must be done in a conscious way and, in this sense, critical to contribute to the formation of people.

Using video games as cognitive tools is a reality that can not be missed: these resources that students have is a very enriching contribution to the educational activity. In this sense, as investigators of the educational processes we pose the following questions to which we will try to answer through the presentations, round tables and communications presented to the congresses.

MISSION

Video games contain and generate a large amount of information that gamers must process and assimilate. For this purpose, they tend to carry out diagrams, tables, tend to discuss decisions, look for information, take notes, hypothesize about possible solutions, manipulate variables and check these hypotheses. In short, they do everything that teachers find so difficult to achieve in a school situation.

Faced with this emerging reality, the University is no stranger to the study of its consequences and possibilities. That is why, meeting the objectives that society expects from the research vocation of higher education institutions, is where the organization of internationally agreed research and congresses on video games and education is justified in which to collect and show the contributions of researchers and developers. The generation of these spaces of international cooperation, in which to have the opportunity to share research and experiences, should serve to theorize about the consequences of working with videogames, to achieve educational objectives and train future educators in the use of these powerful Tools.

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