The main goal of this study is to better understand and explore what are the most significant factors, drivers, motivations and barriers to game based-learning activities and, more particularly, the use of digital games for educational purposes. In the context of a research project based on the value of digital games creation for learning and promotion of media literacy skills, a mixed method study on the perspectives and standpoints of parents and teachers on games for learning has been conducted. This study worked as a first approach to explore motivations, perceptions and adoption intentions of the main stakeholders involved in the teaching-learning process, both in formal and informal contexts. Focus group were conducted in two different elementary schools with parents and teachers of children from the 5th grade. This focus group intended to analyze 1) the relevance and application of media literacy skills in everyday life 2) the use of games in education and 3) the use of videogames to promote knowledge and skills in a formal education context with children aged between 9 and 12 years old. An online based survey was also conducted aiming to explore the attitudes of all the stakeholders, explicitly regarding videogames usage and videogames creation in the formal schooling context. The main results of these study reveal the thoughts and expectations of children, parents and teachers from different fields, on the use of games for learning, their individual experiences and their intentions to introduce games, more particular videogames, in teaching-learning contexts both at school and at home. An interesting discussion on the relevance of media literacy in different contexts of everyday life and on the concerns of parents and teachers about the online world and associated skills, such as digital identity management, online security, critical thinking, information curation and management, is carried out. The multiple stakeholder sample approached considered technologies, namely videogames, as a possible and feasible pedagogical tool, enabling the promotion of a wide range of skills and multiple literacies. Nevertheless, some risks are outlined, and also some skepticism regarding the association between games and entertainment, opposed to the students' concept of formal schooling. In a broad-spectrum, this paper will highlight an interesting debate on the perceptions and attitudes of parents, students and teachers on the use of videogames for learning, as well as the main arguments, incentives and recommendations. Results from this paper can work as guide for future research studies in this context allowing to better understanding acceptance, adoption, perceptions and motivations, contributing for the success of future interventions in game-based learning approaches.
