Metacognitive Interaction Between Videogames and E-Learning: Theoretical Reflections and Didactic Implications.

Video games require reflective and interpretive skills to be generated in the player, developing complex metacognitive skills that can be transferred to other contexts, such as teaching. The goal is to investigate how thinking is processed. In this context, the teacher becomes a “builder of worlds” and intervenes by providing students with the tools to participate in the interdisciplinary co-construction of worlds, in a collaboration that concerns not only the immateriality of information, but also the skills of handling and using multimedia interfaces. The click or touch thus becomes the action that, par excellence, enables each individual to participate synergistically in the creation of the virtual habitat. In this essay, the authors aim to explore the transformative potential of video games by analyzing the cognitive processes involved in thought processing, promoting critical reflection, and creativity. In addition, it aims to explore how these experiences can be applied to the educational setting to improve teaching practices and provide students with more learning opportunities.