COGNITIVE AND METACOGNITIVE STRATEGIES IN DIGITAL GAMES: A RESEARCH INSTRUMENT

Fernando Silvio Cavalcante Pimentel; Daniela Karine Ramos; Margarida Morais Marques

doi:10.1590/SciELOPreprints.10003

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Fernando Silvio Cavalcante Pimentel Universidade Federal de Alagoas https://orcid.org/0000-0002-9180-8691
Daniela Karine Ramos Universidade Federal de Santa Catarina https://orcid.org/0000-0001-9833-310X
Margarida Morais Marques University of Aveiro

DOI:

https://doi.org/10.1590/SciELOPreprints.10003

Keywords:

Higher education, Digital games, Cognition and metecognition, Learning, Questionnaire

Abstract

The learning process may involve the development of cognitive and metacognitive strategies. And for this development, several artifacts can be inserted in the educational context, such as digital games. From this context, including when games are increasingly present in higher education, we realize that they can provoke enthusiasm and engagement. These behaviors favor learning. Based on this context, the purpose of this study is to present the validation process of a data collection instrument designed to measure the use of these strategies in digital games. The methodology followed the procedures recommended in the literature, with validation by experts and internal validation, with application of the instrument in a pilot test. The questionnaire items were designed and validated based on the hypotheses about cognitive and metacognitive learning strategies and the theory of Game-Based Learning. Eight experts participated in the content validation procedures and 32 respondents participated in the internal validation. From the analysis of the collected data, the results indicate that the questionnaire is suitable for measuring the latent information factors related to mobilizing learning strategies in digital games. The result of this study contributes to the literature by presenting a data collection instrument that can be tested and validated for Anglo-Saxon populations.

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Author Biographies

Fernando Silvio Cavalcante Pimentel, Universidade Federal de Alagoas

A CNPq Productivity Fellow (PQ 2), he has a degree in Pedagogy from Centro Universitário Cesmac, a specialist in Teaching in Higher Education from Universidade Castelo Branco and a specialist in Technologies in Education from PUC/RJ. He holds a master's degree and a doctorate in Education from the Federal University of Alagoas. He completed a post-doctoral internship in Education and Psychology at the University of Aveiro, Portugal and a post-doctoral internship in Education at the Federal University of Santa Catarina.

He has experience in the field of Education, with an emphasis on Teaching and Learning, working mainly on the following subjects: learning, digital games in education, gamification, active methodologies, online education, webquest, tutoring and assessment. He was coordinator of the Postgraduate Program in Education (PPGE/Cedu/Ufal).

He is currently coordinator of the Institutional Coordination of Distance Education and Coordinator of the Open University of SUS (UNA-SUS) at Ufal, a member of INEP's bank of institutional evaluators, associate professor at the Federal University of Alagoas and leader of the Virtual Communities Research Group - Ufal.

Daniela Karine Ramos, Universidade Federal de Santa Catarina

Graduated in Pedagogy and Psychology, PhD in Education, Professor in the Postgraduate Programmes in Education and in the Department of Teaching Methodology at the Federal University of Santa Catarina.

Margarida Morais Marques, University of Aveiro

Margarida M. Marques is researcher in University of Aveiro (UA), where she is a member of the projects EduCITY (https://blogs.ua.pt/cidtff/?p=39432), VaBioLa (https://blogs.ua.pt/cidtff/?p=42223 ), CIDTFF Programmatic Funding Project (https://www.ua.pt/pt/cidtff/page/26651), NaLoC (http://naloc.web.ua.pt/), and LoCALL (https://locallproject.eu/). She is also member of the Research Centre Teaching Methodology and Technology in the Education of Trainers - CIDTFF (https://www.ua.pt/pt/cidtff), Laboratory of Digital Contents - LCD (https://www.ua.pt/pt/cidtff/lcd/), CIDTFF Group 2 | Science, Technology and Innovation, and Department of Education and Psychology - DEP (https://www.ua.pt/pt/cidtff/page/23519). She has been teaching curricular units of High and Master Degrees in Teaching of DEP since 2019.
Published 5 books, 3 book chapters, 19 journal papers, 15 conference papers and contributed to several other scientific communications about i) innovation in science education: technology-supported education (e.g., mobile devices and augmented reality) and game-based learning; ii) scientific literacy (e.g., in the area of climate change); and iii) teacher professional development (e.g., through communities of practice and Massive Open Online Courses). She has co-organized several initiatives of knowledge dissemination for the public, particularly for schools.
She has received 3 prestigious awards, 1 national and 2 international, being the most recent one the 2018 ECIU Team Award for Innovation in Teaching and Learning of the European Consortium of Innovative Universities (ECIU). More information at https://www.eciu.org/news/university-of-aveiro-project-wins-the-eciu-team-award. Her previous professional background includes i) from March 2015 to June 2016, research fellow at the Clima@EduMedia project (http://climaedumedia-en.weebly.com/), about Climate Change Education through the mass media; and ii) from 2004 to 2014, teacher of Biology and Geology in several Portuguese schools, teaching Key Stages 3, 4 and 5 (students aged 11-18). She has also some experience as a teacher in English schools (London).
She completed her PhD in Teaching Methodology and Training, branch of Teaching Methodology and Curricular Development (http://ria.ua.pt/handle/10773/13142) in 2014. Previously, she concluded her Master in Curricular Management (http://ria.ua.pt/handle/10773/1022) in 2008 and her Graduation in Teaching of Biology and Geology in 2004. All her academic courses were by UA.