Sistema de recomendação para jogos digitais e estratégias metacognitivas no ensino superior

Abstract

The integration of Digital Technologies in education has transformed teaching and learning, demanding new approaches and attitudes from teachers and students. Digital games are recognized as cultural artifacts that mobilize metacognitive strategies, highlighting the need for studies to effectively integrate them into the Higher Education curriculum. Therefore, this research aims to build a recommendation system on Digital Games and Metacognitive strategies for Higher Education teachers. Since there is a limitation in the literature on the subject, it becomes relevant to investigate how these artifacts can be incorporated into Higher Education, promoting innovative pedagogical practices that develop engagement, interaction and participation among students. The research is mixed, using the Design Science Research (DSR) methodology that aims to solve problems through the development of scientific artifacts. Data collection was carried out with students and teachers from Ufal, using a different questionnaire for each audience, which were distributed in person and online. The data analysis process of the 1st questionnaire helped to build a recommendation system that provides personalized feedback on digital games, cognition, and metacognition. The data were analyzed using Microsoft Office Excel and Jamovi software. This dissertation is the result of an investigation carried out within the scope of the Postgraduate Program in Education of the Education Center of the Federal University of Alagoas and is organized into four sections, which address the concepts of digital games and their educational contributions, metacognitive processes, the methodological approach, and the analysis of the data obtained. The findings of the 2nd questionnaire show that teachers recognize the potential of digital games to contribute positively to Higher Education, highlighting the relevance of the recommendation system to suggest innovative pedagogical practices. In addition, the evaluation of the system was positive, highlighting its organization and personalization, which demonstrates its applicability in adapting teaching strategies to the needs of students. Based on the results, this research seeks to expand discussions on the incorporation of digital games and metacognitive strategies in Higher Education, contributing to scientific knowledge and providing support for teaching at UFAL.