Do Future Teachers Believe that Video Games Help Learning?

Abstract One of the factors associated with educational use video games is conception that teachers and students have about their educative usefulness. However, there are no studies identify what aspects considered more effective to learn kind learning accessible using them. This study aims at identifying pre-service teachers’ conceptions regarding game for specifically know they consider feasible. Likewise, we analyzed pedagogical training effect these three groups university students: primary (who received general training), secondary in only one area knowledge) other without training. We applied a questionnaire sample 422 students. had two dimensions differentiated between pragmatic epistemic uses different verbal, procedural attitudinal which can be achieved The results showed wide acceptance as resource students, but particular pointed out higher possibilities achieving than teachers. On hand, when were used an way. In addition, favor verbal learnings ones. conclusion, despite positive games, observed less pattern These suggest incorporation schools not being carried fruitfully by education faculties. Therefore, advocated 21st-century optimized new games.