The continuous development of technological advances and their introduction to the daily life of students and parents raises the question of technology’s impact in educational systems more now than ever. Video games, as a part of technology revolution, are also part of students’ daily life. Because of this, during the previous decade there has been an increased academic interest in the field of educational games.
Video games, being a new tool in the educational process have been viewed both with skepticism and enthusiasm. There are teachers and parents that view video games as shallow commercial products that are linked to violence and have no educational value. On the other hand, there are teachers and parents that view video games as a new potential pedagogical tool that could be introduced in classrooms in a variety of ways helping students develop competences important for the 21st century.
Things will be much easier when people understand that video games are not different from any other game, like hide and seek or chess. The basic elements and principles of these games are the same, while the main element that changes is the means that they are implemented and presented. The role of play in classroom has been recognized as very important since the ancient years and almost all pedagogic theories support this notion.

Any of form of game, from hide and seek to Monoply is linked to play. The greatest difference between learning with games and the traditional classroom is that the second one does not properly integrate play in the learning process. As Klopfer, Osterweil, and SalenIf say, if we try to observe a kid playing in the building blocks section, we will see that the kid will engage in a building activity, will act a story and in any instant change mood and demolish his construction, starting a new building process. Whether this kid did explore the rules of nature, the social conventions and roles or the building demolition, play did consist of five axis:
* Freedom of failure: While playing, children are not afraid of failing. They are free to act in any way they want, while their actions are not considered successful or failed.
* Freedom of experimentation: Children, through the game environment, have the chance to explore and experiment, discovering new things and developing specific competences
* Freedom of role playing: Through a game, children can examine a personality in the physical or social environment
* Freedom of effort: According to Opie & Opie, children regulate the amount of effort they spend during a specific time during a game. This means that they may want to try hard at a specific point of a game and achieve a goal or not try so hard and actually lose at a point. However, they are free to decide how to react and how to spend their energy during the game
* Freedom of interpretation: Since each person is different, a gaming experience differs from player to player. This means that the learning outcome for each child might be different when learning with the use of games.
Video games are based in the same principle with any other game. So, the main question is not if video games can help the learning process but how we could introduce and integrate them in classrooms.