The 21st century is the generation of Digital Game-Based Learning, a generation growing up with technologies and contributing to the prevalence of digital games [Chuang et al., 10]. Thus, the use of mobile consoles (Nintendo DS or SONY PSP) for entertainment at all ages has increased dramatically, as has the availability of games that meet specific needs, requirements or users preferences. Though this field of applications is not exempt from constraints such as connectivity, usability and technical limitations [Moses, 08; Hussain and Adeeb, 09], mobile learning is now on the agenda at all levels of education [Cheon et al., 12; Frohberg et al., 09; Suki and Suki, 07]. In this study we analyze how Nintendo mobile technology used to teach vocabulary, grammar, pronunciation, writing and listening skills can help to improve the learning environment and the results in English for Engineering students. The two-fold investigation aims to (1) evaluate the student's satisfaction with mobile technology and (2) measure student learning with Nintendo DS. In the light of these hypotheses, the results show how the introduction of mobile devices can increase students' interest and motivation in the learning process, fostering the integration of activities and increasing the academic performance of students.

mobile language learning, mobile consoles, L2 learning, motivation, higher education