They also found that students want video games in class to help make subjects more interesting and allow them to improve their computing, reaction and problem-solving skills, as well as simply improve your knowledge of the subject and your ability to work in a team. It has been found that students who already play more video games at home (i.e. males in early adolescence) tend to be more predisposed to the idea of ​​playing video games in the classroom. Some parents also want video games to be used for specific topics and believe they can be used to improve decision making, planning, and strategy (McFarlane et al., 2002). However, some parents have been found to have negative views about the use of video games in education (Bourgonjon et al., 2011). Some video games in the classroom have been observed to help promote faster progress, greater production, and greater confidence in the subject areas in which they were administered (Garris et al., 2002). Some teachers have used video games to motivate their students, while others believe that video games have absolutely no educational value or believe that there are better types of resources for teaching their lessons. Some teachers hate the idea of ​​playing video games because they believe they could lead to antisocial behavior and stereotypical views of people. However, when teachers take on the role of interpreter and facilitator, they need to give students problems in video games that make them more receptive to learning the subject because it would help them in the game if they listened. They found, however, that this did not occur where teachers did not take initiative and think about making the process engaging and more of a learning process..