Teaching perspectives on a Digital Games Recommendation System for Mobilizing Metacognition in Higher Education

Abstract

This research investigates the perspectives of Higher Education professors on their experience with the Meta Planner Strategy (MPS) recommendation system, developed to suggest games aligned to metacognitive strategies. Inserted in the context of the increasing adoption of digital technologies in education, research is part of the reconhecimento of metacognition as essential competence for self-regulation of learning. With a qualitative and exploratory approach, the research was carried out with professors from a federal public university, through a structured questionnaire composed of objective (Likert scale) and open questions. 10 teachers will fully participate in the experience with the system. The data are analyzed based on the analysis technique of the answers to a questionnaire, making it possible to understand the teaching concepts when using two digital games and the functionality of the MPS. The results indicate that teachers see the games as motivational and reinforcing tools for learning, especially in their majority, they also associate their use with traditional practices, such as quizzes, and it appears difficult to distinguish between gamification and digital games. In relation to the MPS system, positive emphasis is placed on its organization, clarity of feedback and potential for supporting pedagogical planning, but some improvements have been suggested regarding personalization and the inclusion of complementary instructional resources. It is concluded that the MPS represents a promising proposal for higher education, but its effectiveness depends on the teaching skills and teacher training for the intentional and critical use of digital games as mediators of metacognitive development.