Abstract
Videogames (VGs), as a didactic resource, are an idiosyncratic tool that they generate diverse work dynamics and relationships in the classroom. This article opens up from the premise the previous recreational experience with VGs could determine later didactic use. In this way, the present study tries to characterize the teachers in initial formation on the use of the VGs, on the hypothesis that different profiles of VGs player could be found among the teachers in initial formation. The purpose of this study was to analyze the use of the VGs from a playful perspective, the tastes they have about the types and contents of the VGs and the motives that can attract the subject towards their use. Through a survey method of a total of 659 teachers in training, a non-parametric descriptive study was carried out. It is also accompanied by a descriptive factorial model. Factors such as gender or titling are key to the different variables treated. The work is accompanied by a discussion of results.
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