Media competency

The progressive increase of videogame sales in the world, as well as its omnipresence in the leisure time of the population, is evident. The increased consumption in many sectors of the population, of every type of videogame, is easily verifiable. However, studies show that compulsive consumption does not generate by itself the media autonomy necessary to train this new " homo interneticus' as a true critically-minded consumer and creative producer, as a " prosumer ". The development of this ability, which allows the critical analysis of audiovisual content and active participation, is a great challenge in present society. In this study, we will describe the six dimensions that shape media competency, and review the literature related to educational games that validate their didactic potential. Also, we will establish the need for the " empowerment " of the user so that they gain the ability to autonomously analyze the audiovisual content that influence in the forging of their identity. Audiovisual contents proliferate in the interactive society exponentially, and are transmitted instantly; in the era of the communication revolution, the system of relationships is based on media outlets, which turn themselves into a fundamental instrument for the diffusion of knowledge. Building and contents constitute indissoluble elements in the communication process, contributing to its development, justifying the cognitive and axiological need that favors the emission of reflective judgment. When the massive amount of screens that make up the media ecosystem grows exponentially, the development of autonomous critical thinking skills is necessary. The media situation requires a critical view that transcends the simple viewing of the late 20 th century of the different screens that play a leading role in the communication ecosystem. It was also in the late 20 th century when the Z generation developed. This group is composed of digital natives (Prensky, 2001), who, as opposed to the protagonists of the lost generation of the 40's, know and manage the Internet. The emergence of the analog forms of communication and the 2.0 crisis leave room for new canvases that require the development of different cultural and social practices. The lightweight technology, also known as the " pocket pens " , transcends the function of the receptor, allowing him to be the medium, channel and message of the communicative process. The advances entail the development of thoughtful and critical thinking that constitute an imminent need. This demand justifies the presence of the " prosumer "