Learning strategies with digital games in the university context: multiple case study

Abstract

Learning strategies are procedures used to facilitate learning. They can involve cognition or metacognition. Cognitive strategies are focused on efficient storage and retrieval of information. They may appear spontaneously but can also be trained. Metacognition involves thinking about cognition, behaviour, and the learning process itself, including self-regulation of learning. Metacognitive strategies are procedures that each individual use to plan, monitor and regulate their own thinking and learning. Technological advances have provided great possibilities for Education, namely in what regards the use of digital resources in educational activities or environments. In the context of Higher Education, empirical research seeks to clarify which digital technologies, including digital games, are associated with educational processes of teaching and learning. As digital games are present in the life of part of university students, it is considered relevant to empirically analyse possibilities of learning through digital games. Based on studies on learning strategies that can be mobilized in digital games, this research in progress is being conducted with the purpose of clarifying the following research question: which cognitive and metacognitive learning strategies are mobilized through digital games in the context of university students? The objective is to analyse how cognitive and metacognitive learning strategies are enhanced through digital games in the context of university students. A qualitative empirical research is adopted, with a Multiple Case Study approach, involving two public Higher Education institutions, one in Brazil and another in Portugal. Data collection will be performed using questionnaire, interview, and observation during an online game, for data triangulation. In this paper we briefly present the construction and validation of the data collection questionnaire. Data analysis includes descriptive statistics with graphic representation and interpretation, through sequential analyse and coding. A profile of the reality will be drawn through this study, to understand the culture and its possible modification with the insertion of digital games in the learning processes. It is hoped that through this investigation it will be possible to characterize how digital games are used in the context of university students; as well as understanding the changes in the digital culture paradigm with the use of digital games in educational contexts. With these steps, the objective is to relate how cognitive and metacognitive strategies can be enhanced in the university context.