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* Web 2.0, Wikipedia.org, http://en.wikipedia.org/wiki/Web_2.0
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* ¿Qué es la web 2.0? http://sociedaddelainformacion.telefonica.es/jsp/articulos/detalle.jsp?elem=2146
  
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* Digital Youth Research. Kid’s Informal learning with digital Media http://digitalyouth.ischool.berkeley.edu 
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* MacArthur Foundation http://www.macfound.org/site/c.lkLXJ8MQKrH/b.946881/k.380D/Domestic_Grantmaking__Education.htm
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** Projecte: Digital Media and Learning http://digitallearning.macfound.org/site/c.enJLKQNlFiG/b.2029199/k.BFC9/Home.htm
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** The Mit Press – MacArthur. Llibres a text complert: Series on Digital Media and Learning http://mitpress.mit.edu/catalog/browse/browse.asp?btype=6&serid=170
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** PODCAST: How is digital media changing kids and learning? Cambridge, MA, December 12, 2007 (time: 1:33:59) http://www.macfound.org/site/c.lkLXJ8MQKrH/b.3750815/
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* Rheingold, H. Multitudes inteligentes. La próxima revolución social (Smart Mobs). Barcelona: Gedisa, 2004.
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** Smart Mobs: http://www.smartmobs.com/
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** Twitter: rheingold
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** http://www.rheingold.com/
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** Social Media classroom Project http://www.eu.socialtext.net/socialmediaberkeley/index.cgi?syllabus
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** Participatory Media Literacy https://www.eu.socialtext.net/medialiteracy/index.cgi
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** “What Would Herman Melville Say to Soulja Boy?: Remix Culture and the New Media”. 2008 NMC Summer Conference at Princeton University. Sparking innovative learning & creativity. '''Video'''[http://msite.sonicfoundry.com/msite/Catalog/?cid=1189669a-4e26-49ae-aa2e-a1c574aba01c]
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* Constance Steinkuehler, University of Wisconsin-Madison, USA.
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** Massively Multiplayer Online Games as an Educational Ethnology: An Outline for Research http://www.gamasutra.com/php-bin/news_index.php?story=16264
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** Virtual worlds, learning and the new cosmopolitan http://www.academic-conferences.org/pdfs/ecgbl07-keynote_steinkuehler.pdf
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** Web personal: http://www.constances.org i http://www.popcosmo.org
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* Marc Prensky
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** Prensky, M. Digital Game-Based Learning. Nova York: Parangon House, 2007.
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** Digital Natives, Digital Immigrants (I) http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
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** Digital Natives, Digital Immigrants (II) http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part2.pdf
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* Digial Natives
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** Twitter: digitalnatives
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** Wiki: http://www.digitalnative.org/Main_Page
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** blog: http://blogs.law.harvard.edu/digitalnatives/
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** Growing up Digital, John Seely Brown http://journalism.berkeley.edu/conf/conference2003/present/brown-paper.pdf
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* Janet Murray (1999). Hamlet en la holocubierta. El futuro de la narrativa en el ciberespacio (pàg. 155-157). Barcelona: Paidós
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* Gee, J. P. Lo que nos enseñan los videojuegos sobre el aprendizaje y el alfabetismo. Granada: Ediciones Aljibe, 2004.
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* Taylor, T.L. Exploring Online Game Culture. London: The Mit Press, 2006.
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* Alan Fine, G. Sharing Fantasy. Role-playing Games as Social worlds. Chicago: The University of Chicago Press, 2002.
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* ADESE. Estudio de hábitos y usos de los videojuegos. Madrid: Asociación Española de Distribuidores y Editores de Software de Entretenimiento, 2005.[http://www.adese.es]
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* Buckingham, D. (2002) Crecer En La Era De Los Medios Electrónicos. A Coruña-Madrid: Fundación Paideia Y Ediciones Morata. (V.O: 2000)
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* Buckingham, D. “Is there a digital generation?” A: Buckingham, D. ; Willett, R. Digial generations. London: Lawrence Erlbaum Associates, 2006.
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* Campbell, R. (2006). Teenage girls and cellular phones: Discourses of independence, safety and 'rebellion'. Journal of Youth Studies, 9(2), 195-212. 
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* Castellana, M; Sanchez, X; Beranuy, M; Chamarro, A; Graner, C. (Universitat Ramón Llull) Les noves adiccions en l’adolescència: Internet, mòbil i videojocs.
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* Castells, M. (2003) L’era de la Informació: Economia, Societat i Cultura. El poder de la identitat. Vol II. Barcelona: UOC.
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* Castells, M.; Flecha, R.; Freire, P.; Giroux, H.; Macedo, D.; Willis, P. (1994) Nuevas Perspectivas Críticas En Educación. Barcelona: Paidós Educación.
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* Castells, M.; Tubella, I.; Sancho, Díaz de la Isla, I. ; Wellman, B. La societat Xarxa a Catalunya. Barcelona: Editorial UOC, 2003.
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* Castells, M.; Tubella, I.; Sancho, T.; Roca, M. La Transición a la Sociedad Red. Barcelona: Ariel, 2007.
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* Egenfeldt-Nielsen, S. ; Heide, J. ; Pajares, S.  Understanding video games : the essential introduction. New York: Routledge, 2008.
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* Gil, A; Feliu, J; Rivero, R; Gil, EP. Noves tecnologies de la informació i la comunicació o noves tecnologies de relació? Infants, joves i cultura digital. 2003 FUOC.
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* Goggin, G. Cell Phone Culture. Mobile Technology in everyday life. New York: Routledge, 2006.
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* Gordo, A. J. Jóvenes y cultura messenger. INJUVE, 2006.
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* Herz, J. C. Joystick Nation: How Videogames Ate Our Quarters, Won Our Hearts, and Rewired Our Minds. Boston : Little, Brown, and Co., 1997.
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* Lenhart, A., Madden, M., & Hitlin, P. (2005). Teens and technology. Youth are leading the transition to a fully wired and mobile nation. Washington, DC: Pew Internet & American Life Project.
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* Livingstone, S. Young People and New media report. http://www.lse.ac.uk/collections/media@lse/whosWho/soniaLivingstonePublications3.htm
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* Maczewski, M. Youth as nexus: A networked perspective. Understanding how information and communication technologies matter to youth. Unpublished PhD dissertation, University of Victoria, BC, Canada, 2007.
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* Martínez, R; et al;. Cultura i joves. Anàlisi de l’Enquesta de consum i pràctiques culturals de Catalunya, 2005.
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* McMillan, S. J., & Morrison, M. (2006). Coming of age with the internet: A qualitative exploration of how the internet has become an integral part of young people's lives.
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* Mominó, J. M. ; Sigalés, C. ; Meneses, J. La escuela en la sociedad red. Internet en la educación primaria y secundaria. Barcelona: Ariel, 2008.
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* Prensky, M. “Digital Natives, Digital Immigrants”. On the horizon, NCB University Press, Vol.9 Octubre 2001.
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* Prensky, M. Digital game-based learning New York: McGraw-Hill, 2001.
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* Turkle, S. (1995). Life on the screen. New York: Simon and Schuster.
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* Vallkerdine, V. Children, gender, video games. Towards a Relational Approach to Multimedia. New York: Palgrave, 2007.
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* Allen, L.E., Allen, R.W., and Miller, J.C. (1966). Programmed games and the learning of problem solving skills: The WIFF’N PROOF example. The Journal of Educational Research,55, 22-25.
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* Au, J.W. (2001). A Spector haunts gaming: Inside the mind of Deus Ex designer Warren Spector. GameSlice. Last retrieved 3 November 2003 from http://www.gameslice.com/features/spector/index.shtml
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* Baker, E.H. (1969). A comparative study of textbook and simulation approaches in teaching consumer credit to senior high school students in comparison to a conventional approach to instruction. Unpublished doctoral dissertation, University of Maryland.
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* Bandura, A. (1986). Social foundations of thought and action: A social-cognitive theory. Upper Saddle River, NJ: Prentice-Hall.
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* Barab, S., A., Barnett, M., Yamagata-Lynch, L., Squire, K., & Keating, T. (2002). Using activity theory to understand the contradictions characterizing a technology-rich introductory astronomy course. Mind, Culture, and Activity, 9(2).
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* Barab, S. A., Hay, K. E., Barnett, M., & Squire, K. (2001). Constructing virtual worlds: Tracing the historical development of learner practices/understandings. Cognition and Instruction, 19(1), 47-94.
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* Barab, S. A., & Kirshner, D. (2001). Methodologies for capturing learner practices occurring as part of dynamic learning environments. The Journal of The Learning Sciences, 10(1&2), 5-15.
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* Barab, S. A., Cherkes-Julkowski, M., Swenson, R., Garrett. S., Shaw, R. E., & Young, M. (1999). Principles of self-organization: Ecologizing the learner-facilitator system. The Journal of the Learning Sciences, 8(3&4), 349-390.
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* Barab, S.A. & Squire, K.D. (in press). Design-based research: Putting a stake in the ground. To appear in The Journal of the Learning Sciences.
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* Barab, S. A., Squire, K., & Barnett, M. (1999, April). From teachers’ fixed curricular objectives toward students’ emergent practices. Paper presented at the annual meeting of the American Educational Research Association, Montreal, CA.
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* Barkin, G. (2002). Culture in Civilization III. Joystick101.org
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* Barnett, M. Barab, S.A., Schatz, S., Warren, S. (2000). Designing a Community of Inquiry in an Undergraduate History Course: A Clash of Cultures. Paper presented at the 2000 Annual Meeting of the American Educational Research Association, New Orleans, LA.
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* Bartle, R. (1996). Hearts, Clubs, Diamonds, Spades: Players who suit MUDs. Journal of MUD Research, 1(1). Available: http://www.mud.co.uk/richard/hcds.htm (19 May 1996).
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* Bartle, R. (2003). Designing virtual worlds. Indianapolis: New Riders.
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* Barnett, M., Barab, S. A., & Hay, K. E. (2001). The virtual solar system project: Student modeling of the solar system. The Journal of College Science Teaching, 30(5), 300-305.
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* Beck, I., McKeown, M. & Gromoll, E. (1989). Learning from social studies texts. Cognition and Instruction (6), 99-158.
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* Becker, H.A. (1980).  The emergence of simulation and gaming. Simulation and Games, 11, 223-345.
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* Bednar, A. K.; Cunningham, D.; Duffy, T.; Perry, J. . (1995). Theory into practice: how do we link? In G. Anglin. Instructional Technology: Past, Present and Future. (2nd Ed.) Englewood, Colorado: Libraries Unlimited.
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* Berson, M.J. (1996). Effectiveness of Computer Technology in the Social Studies: A Review of the Literature. Journal of Research on Computing in Education, 28 (4), 486-99.
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* Blanton, W. E., Moorman, G. B., Hayes, B. A., & Warner, M. W. (1997). Effects of participation in the Fifth Dimension on far transfer. Journal of Educational Computing Research, 16, 371-396.
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* Boocock, S.S. (1968). An experimental study of the learning effects of two games with simulated environmments. In S.S. Boocock & E.O. Schild (Eds.), Simulation games in learning. (pp. 107-133). Beverley Hills, CA: Sage.
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* Bradshaw, L. (2002). Case Study: Sim City. Presentation made to the Markle Foundation January 31, 2002. http://www.markle.org/News/SimCity01-31-02.pps
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* Brooker, R.G. (1988). Truth as a variable: Teaching political strategy with simulation games. Simulation & Games, 19, 43-58.
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* Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. The Journal of the Learning Sciences, 2, 141-178.
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* Brown, A.L., Campione, J.C., Webber, J.S., & McGilly, K. (1992). Assessing the thinking curriculum: New tools for educational reform. In Gifford, B.R. & O’Connor, M.C. (Eds.) Changing assessments: Alternative views of aptitude, achievement and instruction. Boston, MA: Kluwer Academic Publishers.
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* Brown K. & Cole, M. (2002). Cultural historical activity theory and the expansion of opportunities for learning after school. http://lchc.ucsd.edu/People/MCole/browncole.html
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* Carroll, J. M. (1998). Minimalism Beyond the Nurnberg Funnel. MIT Press: Cambridge, MA.
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* Cassell, J. & Jenkins, H. (1998). From Barbie to Mortal Kombat : Gender and computer games. Cambridge, MA: MIT Press.
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* Chi, M., Glaser, R., & Rees, E. (1982). Expertise in problem solving. In R. Sternberg (Ed.), Advances in the psychology of human intelligence (Vol. 1, pp. 7-75). Hillsdale, NJ: Lawrence Erlbaum.
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* Church, D. (2000). Abdicating authorship. Presentation made at the annual meeting of the Game Developer’s Conference, San Jose, CA. March.
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* Clark, R. E. 1983. Reconsidering research on learning from media. Review of Educational Research 53(4), 445-459.
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* Clarke, W. (1970). A research note on simulation in the social studies. Simulation and Games, 1, 203-210
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* Clegg, A.A. (1991). Games and simulations in social studies education. In Shaver, J. P., (Ed). Handbook of research on social studies teaching and learning. New York: Macmillan. Pp. 523-528.
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* Cobb, P., Stephan, M., McClain, K., & Gravemeijer, K. (2001). Participating in classroom mathematical practices. Journal for the Learning Sciences, 10(1&2), 113-164.
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* Cobb, P., Confrey, P. diSessa, A., Lehrer, R., Schauble, L. (2003). Design experiments in educational research. Educational Researcher, 32(1), 9–13.
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* Cognition and Technology Group at Vanderbilt, (1993). Anchored instruction and situated cognition revisted. Educational Technology, 33 (3), 52- 70.
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* Cohen, K.C. (1970). Effects of the CONSUMER GAME on learning and attitudes of selected seventh grade students in a target –area school, Report No. 65. The center for the Study of Social Organization of Schools, Johns Hopkins University.
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* Cole, M. (1996). Cultural psychology: A Once and future discipline. Cambridge, MA: The Harvard University Press.
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* Cole, M. & Wertsch, J. V. Beyond the individual-social antimony in discussions of Piaget and Vygotsky. Unpublished manuscript last retrieved 3 November 2003 from: http://www.massey.ac.nz/~alock/virtual/colevyg.htm
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* Colella, V., Klopfer, E., and Resnick, M. (2001). Adventures in Modeling: Exploring Complex, Dynamic Systems with StarLogo. New York: Teachers College Press.
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* Collins, (1992). Toward a design science of education. In E. Scanlon & T. O’Shea (Eds.), New directions in educational technology (pp. 15–22). New York: Springer-Verlag.
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* Collins A., Brown, J. S., and Newman, S. E.. Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L. Resnick, (Ed.) Knowing, Learning, and Instruction: Essays in Honor of Robert Glaser. Lawrence Erlbaum Associates, 1989.
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* Collins, P., Shukla, S., Redmiles, D. (2002). Activity Theory and System Design: A View from the Trenches. Computer Supported Cooperative Work: the Journal of Collaborative Computing 11 (1-2): 55-80.
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* Cordtz, W.W. (1969). A simulation methodology of instruction in  a college course of American Studies. Unpublished doctoral dissertation, United States International Universty.
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* Cordova, D. I., & Lepper, M. R. (1996). Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice. Journal of Educational Psychology, 88, 715-730.
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* Counsell, C. (2000). Historical knowledge and historical skills: A dichotomy. In J. Arthur, & R. Phillips (Eds.), Issues in History Teaching (pp. 54-71). London: Routledge.
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* Cowley, R. (1999). What if? New York: Berkley Books.
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* Csikszentmihalyi, M. 1990. Flow: The psychology of optical experience. New York: Harper Perennial.
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* Cunningham, D. J. (1992). Beyond Educational Psychology: Steps Toward a Educational Semiotic. Educational Psychology Review 4, 165-194.
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* De Carteau, M. (1984). General Introduction. The Practice of Everyday Life.Trans. Steven F. Rendail. Berkeley: University of California Press, 1984.
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* Denzin, N.K., (1989). The research act, 3rd ed. Englewood Cliffs, NJ: Prentice Hall.
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* Dewey, J. (1938). Logic, the theory of inquiry. New York: H. Holt and Co.
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* Diamond, J. (1999). Guns, germs, and steel: The fates of human societies. New York: Norton.
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* Dick, W. (1991). An instructional designer's view of constructivism. Educational Technology, 31(5), 41-44.
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* Dooley, B.J. (1969). Research on the market game. In G. Dawson (Ed.) Economic Education experiences of enterprising teachers, Vol. 5. New York: Joint Council on Economic Education.
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* Downey M. T. & Levstick, L. S. (1991). Teaching and learning history. In Shaver, J. P., (Ed). Handbook of research on social studies teaching and learning. New York: Macmillan pp. 400-410.
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* Duffy, T. M., & Cunningham, D. J. (1996). Constructivism: Implications for the design and delivery of instruction. In D. Jonassen (Ed.), Handbook of research for educational communications and technology, (pp. 170-198). Washington, DC: Association for Educational Communications and Technology.
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* Duffy, T.M. & Jonassen, D.H. (1991). Constructivism: New implications for instructional technology? Educational Technology, 31(5), 7-11.
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* Duke, R.D. (1964). Game-simulation studies in urban land use allocation. Unpublished doctoral dissertation, University of Michigan.
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* Dunn, R. (2000).
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* Edmonds, B. & Hales, D. (n.d.). Computational simulation as theoretical experiment. Report published by the Centre for Policy Modelling, Aytoun Building, Manchester Metropolitan University, Manchester, UK. Retrieved  on 3 November 2003 from http://cfpm.org/cpmrep106.html
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* Ehman, L. (1980). The American school in the political socialization process. Review of Educational Research, 50(1). 99-119.
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* Ehman, L. & Glenn, A.D. (1987). Computer-based education in the social studies. Bloomington, IN: Social studies Development Center ERIC Clearinghouse for Social Studies/ Social Science Education.
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* Ehman, L. H. & Glenn, A. D. (1991). Interactive technologoy in social studies. In Shaver, J. P., (Ed). Handbook of research on social studies teaching and learning. New York: Macmillan.Pp 513-522. 
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* El'konin, D.B. (1971). Toward The Problem of Stages in the Mental Development of Children. Voprosy psikhologii, 1971. No. 4, 6-20; Soviet Translated: Nikolai Veresov. Online Version: Psychology and Marxism Internet Archive (marxists.org) 2000
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* Engeström, Y. (1987). Learning by expanding. Helsinki: Orienta-konsultit.
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* Engestrom, Y., (1990). When is a tool? Multiple meanings of artifacts in human activity. In: Y. Engestrom, (Ed). Learning, working and imagining: Twelve studies in activity theory. Helsinki: Orienta-Konsultit Oy. 171-195.
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* Engeström, Y. (1993). Developmental studies of work as a testbench of activity theory: The case of primary care medical practice. In S. Chaiklin & J. Lave (Eds.) Understanding practice: Perspectives on activity and context (pp. 64-103). Cambridge, MA: Cambridge University Press.
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* Engeström, Y. (1999). Activity theory and individual and social transformation. In Y. Engeström, R. Miettinen, & R. Punamaki, (Eds.). Perspectives on activity theory (pp. 19-38). Cambridge, MA: Cambridge University Press.
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* Feurzeig, W., and N. Roberts. (1999) Modeling and Simulation in Precollege Science and Mathematics. NY: Springer.
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* Frye, B. & Frager, A.M. (1996). Civilization, Colonization, SimCity: Simulations for the Social Studies Classroom. Learning and Leading with Technology, 24(2), 21-23, 32.
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* Guberman, S. R., & Saxe, G. B. (2000). "Mathematical problems and goals in children’s play of an educational game." Mind, Culture, and Activity, 7, 201-216.
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* Hakkarainen, P. 1999. Play and Motivation in Engström, Y. Miettinen, R. & Punamäki, R-L (eds.). Aspects on Activity Theory. Cambridge University Press.
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* Hope, W. C. (1996). It's Time to Transform Social Studies Teaching. Social Studies, 87(4).149-151.
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* Jenkins, H. Squire, K. & Tan, P. (in press). You can’t bring that game to school! Design of Supecharged. To appear in Laurel, B. (Ed.) Design research. Cambridge, MA: MIT Press.
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* Johnson, S. (2002). Emergence: The connected lives of ants, brains, cities and software. New York: Touchstone Books.
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* Johnson, R.T., Johnson, D.W., & Stanne, M.B. (1985). The effects of cooperative, competitive, and individualistic goal structures. On computer-assisted instruction. Unpublished manuscript, University of Minnesota.
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* Kim, A. J., Koster, R. & Vogel, R. (2001). Community Design for Large-Scale Gaming Worlds. Workshop presented at the Game Developer’s Conference, San Jose, CA:, March.
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* King & Borland, Dungeons and Dreamers: The Rise of Computer Game Culture from Geek to Chic.
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* Klopfer, E. & Squire, K. (2003). Collaboration in Augmented Worlds. Proceedings of the Computer Supported Collaborative Learning Conference, June, Norway.
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* Kolson, K. (1994). The Politics of City Planning Simulations. Paper presented at the Annual Meeting of the American Political Science Association, New York, NY, September 1-4, 1994.
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* Laurel, B. (2002). Utopian entrepreneur. Cambridge, MA: MIT Press.
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* Leont’ev, A. (1981). Problems of the development of mind. Moscow: Progress.
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* Leont’ev, A. (1989). The problem of activity in the history of Soviet psychology. Soviet Psychology, 27(1), 22–39.
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* Levstik, L. S., & Barton, K. C. (1997). Doing history: Investigating with children in elementary and middle schools. Mahwah, NJ: Lawrence Erlbaum.
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