在大学背景下通过数字游戏的学习策略

 Fernando-Silvio Cavalcante-Pimentel, Alagoas (巴西)

 Margarida Morais-Marques, Aveiro (葡萄牙)

 Valdick Barbosa-de-Sales-Junior, Alagoas (巴西)

https://doi.org/10.3916/C73-2022-07

关键词

数字游戏、高等教育、认知、元认知、评估、问卷

摘要

数字游戏与认知和元认知学习策略动机之间的关系值得关注并需要研究，以帮助理解这些策略如何有利于教学和学习过程。本研究描述了 18 岁以上的大学生如何通过数字游戏调动认知和元认知学习策略。使用的研究方法是事后的定量方法。在巴西大学就读高等教育课程的来自 22 个州和联邦区的941 名学生参与了这项研究。数据收集是通过在线问卷调查提供的，该问卷整合了元认知意识清单 (MAI) 和数字游戏的认知和元认知策略清单 (ICMSDG)。结果表明，接受调查的大学生经常使用知识、技能和元认知策略。此外，数字游戏玩家似乎比非玩家更能调动认知和元认知学习策略，特别是在那些玩更长时间（9 年或更长时间）和更高强度（每天玩）的人中。通过研究发现和分析结果，我们观察到这项研究与旨在促进元认知技能的大学教授和游戏设计师相关。

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Fundref

This work is financially supported by National Funds through FCT – Fundação para a Ciência e a Tecnologia, I.P. under the project UIDB/00194/2020. The work of the second author is funded by Portuguese national funds (OE), through University of Aveiro, in the scope of the framework contract foreseen in the numbers 4, 5 and 6 of the article 23, of the Decree-Law 57/2016, of August 29, changed by Law 57/2017, of July 19.

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收到: 23-01-2022

修订: 03-03-2022

公认: 12-05-2022

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