Gamified Strategy for the Development of the Self-Regulation of Learning in 8TH graders students

Abstract

The papers shows the influence of the ARAGAME strategy on the development of the self-regulation of the learning of grade 8 students of the Los Garzones Educational Institution of the city of Montería. The classroom gamification strategy (ARAGAME) was designed and implemented to develop self-regulation of learning. The study has a quantitative approach and is framed within the quasi-experimental design with two intact groups. The instruments were the pretest questionnaire before the intervention and the posttest at the end. We compared means with student t for related and independent samples (intra and intergroup). The results obtained were able to establish that the implementation of the strategy allowed to substantially improve the self-regulation of learning, especially the cognitive dimension and motivation compared to the average results of the control group, in addition to allowing the appropriation of theories, contents and knowledge through a satisfactory process and integral from everyday life.

Keywords

• self-regulation of learning
• gamification
• ict
• cognition
• motivation
• planning
• reading comprehension