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Digital games, higher education, cognition, metacognition, assessment, questionnaire
Boruchovitch, E. (1999). Estratégias de aprendizagem e desempenho escolar: Considerações para a prática educaci-onal. Psicologia: Reflexão e Crítica, 12(2), 361-376. https://doi.org/10.1590/S0102-79721999000200008
Braad, E., Degens, N., & Ijsselsteijn, W. (2019). Meco: A digital card game to enhance metacognitive awareness. In L. Elbaek, G. Majgaard, A. Valente, & S. Khalid (Eds.), Proceedings of the 13th International Conference on Game Based Learning, ECGBL 2019 (pp. 92-100). Dechema e.V. https://doi.org/10.34190/GBL.19.066
Bruce, N., Pope, D., & Stanistreet, D. (2018). Quantitative methods for health research: A practical interactive guide to epidemiology and statistics. John Wiley & Sons. https://doi.org/10.1002/9781118665374.index
Castellòn, L., & Jaramillo, O. (2013). Educación y videojuegos: Hacia un aprendizaje inmersivo. In C. Scolari (Ed.), Homo Videoludens 2.0: Del Pacman a la gamification (pp. 264-281). Col·lecció Transmedia XXI. https://bit.ly/3sWO5Hq
Castronovo, F., Van-Meter, P.N., & Messner, J.I. (2018). Leveraging metacognitive prompts in construction educational games for higher educational gains. International Journal of Construction Management, 22(1), 19-30 https://doi.org/10.1080/15623599.2018.1492760
Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155-159. https://doi.org/10.1037//0033-2909.112.1.155
Cohen, L., Manion, L., & Morrison, K. (2002). Research methods in education. Routledge. https://bit.ly/3wS10Mc
Cronbach, L.J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16, 297-334. https://doi.org/10.1007/BF02310555
Drummond, A., & Sauer, J.D. (2015). Daily videogame use and metacognitive knowledge of effective learning strate-gies. Psychology of Popular Media Culture, 4(4), 342-350. https://doi.org/10.1037/ppm0000049
Flavell, J.H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. Ameri-can Psychologist, 34(10), 906-911. https://doi.org/10.1037/0003-066X.34.10.906
Fox, E., & Riconscente, M. (2008). Metacognition and self-regulation in James, Piaget, and Vygotsky. Educational Psy-chology Review, 20(4), 373-389. https://doi.org/10.1007/s10648-008-9079-2
Frenkel, S. (2014). Metacognitive components in learning to learn approaches. International Journal of Psychology, 14, 95-112. https://doi.org/10.7220/2345-024X.14.5
Hacker, D.J. (2017). The role of metacognition in learning via serious games. In R. Zheng, & M.K. Gardner (Eds.), Handbook of research on serious games for educational applications (pp. 19-40). IGI Global. https://doi.org/10.4018/978-1-5225-0513-6.ch002
Hartman, H. (2001). Developing students’ metacognitive knowledge and strategies. In H.J. Hartman (eds), Metacogni-tion in Learning and Instruction (pp. 33-68). Kluwer Academic Publishers. https://doi.org/10.1007/978-94-017-2243-8_3
Hertzog, C., & Dunlosky, J. (2011). Metacognition in later adulthood: Spared monitoring can benefit older adults’ self-regulation. Current Directions in Psychological Science, 20(3),167-173. https://doi.org/10.1177/0963721411409026
Ke, F. (2008). Computer games application within alternative classroom goal structures: Cognitive, metacognitive, and affective evaluation. Educational Technology Research and Development, 56(5), 539-556. https://doi.org/10.1007/s11423-008-9086-5
Kim, B., Park, H., & Baek, Y. (2009). Not just fun, but serious strategies: Using meta-cognitive strategies in game-based learning. Computers & Education, 52(4), 800-810. https://doi.org/10.1016/j.compedu.2008.12.004
Lima-Filho, R.N., & Bruni, A.L. (2015). Metacognitive awareness inventory: Tradução e validação a partir de uma aná-lise fatorial confirmatória. Psicologia: Ciência e Profissão, 35(4), 1275-1293. https://doi.org/10.1590/1982-3703002292013
Maharg, P., & de-Freitas, S. (2011). Digital games and learning. Continuum. https://doi.org/10.1002/berj.3029
Matlin, W.M. (2004). Psicologia cognitiva. LTC Editora.
Mattar, J., & Ramos, D.K. (2021). Metodologia da pesquisa em educação: Abordagem qualitativas, quantitativas e mistas. Edições 70. https://bit.ly/3MQQGLb
Moncarz, H.T. (2012). The relationship between playing games and metacognitive awareness. [Doctoral Dissertation, George Mason University]. https://bit.ly/3PCS2Ln
Neuman, W.L. (2014). Social research methods: Qualitative and quantitative approaches. Pearson Education Limited. https://doi.org/10.2307/3211488
Pimentel, F.S.C. (2018). Conectivismo. In D. Mill (Ed.), Dicionário crítico de Educação e Tecnologias e de Educação a Distância (pp. 126-128). Papirus.
Pimentel, F.S.C., & Marques, M.M. (2021). Learning strategies with digital games in the university context: Multiple case study. In L.G. Chova, A.L. Martínez, & I.C. Torres (Eds.), EDULEARN21 Proceedings: 13th Annual Internation-al Conference on Education and New Learning Technologies (pp. 8885–8894). IATED. https://doi.org/10.21125/edulearn.2021.1790
Pimentel, F.S.C., Ramos, D., & Marques, M.M. (s.n.). Cognitive and metacognitive learning strategies in digital games: construction and validation of a research instrument. RELIEVE.
Pombo, L., & Marques, M.M. (2020). The potential educational value of mobile augmented reality games: The case of EduPARK app. Education Sciences, 10(10), 287. https://doi.org/10.3390/educsci10100287
Pornel, J.B., & Saldaña, G.A. (2013). Four common misuses of the Likert Scale. Philippine Journal of Social Sciences and Humanities, 18(2), 12-19. https://bit.ly/3ggPbqP
Pouralvar, K., Sekhavat, Y.A., & Roohi, S. (2019). The interplay between metacognitive strategies and learning styles in learning via serious games. International Serious Games Symposium, 129-134. https://doi.org/10.1109/ISGS49501.2019.9047033
Prensky, M. (2007). Digital game-based learning. Paragon House.
Roni, S.M., Merga, M.K., & Morris, J.E. (2020). Conducting quantitative research in education. Springer. https://doi.org/10.1007/978-981-13-9132-3
Sampieri, R.H., Collado, C.F., & Lucio, P.B. (2013). Metodologia de pesquisa. Penso.
Santos, C., Beja, J., & Carvalho, A.R. (2019). Learning SQL with games: Pedagogical innovation when Students are willing to mentor other students. In B.D. Silva, J.A. Lencastre, M. Bento, & A.J. Osório (Eds.), Experiences and per-ceptions of pedagogical practices with Game-Based Learning & Gamification. Research Centre on Education. https://bit.ly/3GmRUti
Schraw, G., & Dennison, R.S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19(4), 460-475. https://doi.org/10.1006/ceps.1994.1033
Taub, M., Azevedo, R., Bradbury, A.E., & Mudrick, N.V. (2020). Self-regulation and reflection during game-based learn-ing. In J.L. Plass, R.E. Mayer, & B.D. Homer (Eds.), Handbook of Game-Based Learning (pp. 239-262). The MIT Press. https://bit.ly/3ulCjrB
Trindade, J.F., Fonseca, T., & Trindade, L.F. (2019). Teaching with strategic games: An interdisciplinary study with ‘Electric Field Hockey’. Millenium, 10, 69-73. https://doi.org/10.29352/mill0210.07.00253
Van-Eck, R. (2015). Digital game-based learning: Still restless, after all these years. Educause Review, 50(6), 13. https://bit.ly/3sf8Mxr
Waltz-Schelini, P., Tiziotto-Deffendi, L., Akemi-ujie, M., Boruchovitch, E., & Rabello-Lovosi-de-Freitas, M.F. (2016). Avaliação do monitoramento metacognitivo: Análise da produção científica. Avaliação Psicológica, 15, 57-65. https://bit.ly/3IVjzDn
Zumbach, J., Rammerstorfer, L., & Deibl, I. (2020). Cognitive and metacognitive support in learning with a serious game about demographic change. Computers in Human Behavior, 103, 120-129. https://doi.org/10.1016/j.chb.2019.09.026