LEARNING STRATEGIES WITH DIGITAL GAMES IN THE UNIVERSITY CONTEXT: descriptive qualitative analysis

Abstract

The popularization of digital games has promoted a series of experiments and investigations on how these artifacts can contribute to learning, in addition to analyzing their limits. In this context, this study aims to analyze cognitive and metacognitive learning strategies associated with the use of digital games with college students. The research methodology used was ex post facto with a qualitative approach, using the Iramuteq software for data analysis. The participants of this research were 21 students from Brazil and Portugal, enrolled in higher education courses. The data collection occurred through a structured interview, with a previously validated script. The results showed that the students did not have a clear view that games can be used in the educational context, only for entertainment. It was found that cognitive and metacognitive learning strategies are used both when playing games and in other educational activities. It was observed that digital games are not systematized in the curriculum, and that there is a need for teacher training.