At the present time, the use of video games goes beyond mere amusement or entertainment due to its potential for developing capacities, dexterity and skills. Thus, video games have extended to environments like that of education, serving as didactic resources within dynamics that respond to the interests and necessities of the 21st century student. In this study, we approach the design of video games in initial teacher training. In this respect, we aim to collect the student's views regarding the learning process of the different tools used for designing video games within a framework of collaborative learning. The investigation is approached through a quantitative methodology applying a 28-item questionnaire on the learning experience of designing video games. We used a sample of 200 second-year students majoring in Childhood Education during the 2013/2014 academic course. The results obtained show that the students value in a positive way the collaborative learning methodology for mastering the video games designing tools.