Abstract
Video games are often accused of being harmful to health. Its operability would place the player in a series of mindless routines, very close to a stimulus-response relationship. We suggest that such position limits the possibilities of relationship between videogames and learning and is based on a teleological picture of cognition that takes the learning as a walk toward the logical rationality. This article begins with the description of the learning of one of the authors with an electronic game analyzed from the procedural rhetoric perspective. We propose a way of understanding the action with the videogames that demands a constant rearrangement of the subject playing and the game. The theory of enaction, in turn, presents propositions that support a modality of knowledge operational embodied nearer from experience with videogames.
Keywords:
cognition; video game; enaction; electronic games; learning