Analysis of Video Games on the Teaching-Learning Process in Children from 3 to 4 Years Old

Currently, most children have excessive exposure to digital screens, which could be a negative aspect of teaching-learning. This research aims to analyze the use of technological devices and the relationship of video games in the teaching-learning process of children aged 3 to 4 years. In this work, a descriptive study is carried out, using interview and survey techniques, with the instruments of script and questionnaire, respectively; in addition, we conducted documentary research using a systematic literature review for the theoretical foundation; and finally, field research with non-experimental character. The research design was structured as follows. Phase 1: Establishing the study sample and making an analysis of video games on the teaching-learning process. On the one hand, a convenience sample was chosen in children from 3 to 4 years of age from an educational unit. On the other hand, the analysis was carried out through surveys and interviews with parents. Phase 2: Video games that affect teaching-learning were identified. As a result, it was determined that children spend more than five hours a day with their cell phones playing video games with their parent’s permission, in some cases affecting the teaching-learning process, and in others, they are part of support tools in the educational process.