Cultural video games as a tool for educational inclusion. The case of the video game Moss

The implementation and development of digital competence must be worked on by and for everyone, taking into account the needs required by current society and becoming more and more challenging in this respect. Culture has been an essential part of the configuration of the social paradigm as a precursor of the social fabric of "homo sapiens ". The insertion of culture as a shaping factor in the game makes it possible to create new links between culture itself, society, and video games as a driver of knowledge. This new pairing, video games and culture or cultural video games, offers a wide range of possibilities in the educational field, including the promotion of inclusion. This paper presents the cultural and inclusive paradigm of the peripheral video game Moss, analysing it as a possible video game that favours inclusion. The cultural anthropological approach based on four pillars has been selected, which through Hofstede's qualitative analytical method, helps to discover the educational dimensions favouring educational inclusion. The results allow the discovery of cultural traits and archetypes that are useful as an educational resource. With the ideas expressed in the results, it is concluded that peripheral cultural video games are a useful tool for inclusive education.