Formazione & insegnamento
ISSN: 2279-7505 | Published: 2020-04-30
This landing page is part of an alternate academic indexing and SEO initiative curated by Pensa MultiMedia and the Executive Editorial Office.
Main Article Landing Page: https://ojs.pensamultimedia.it/index.php/siref/article/view/4163
Full Text HTML (viewer): missing data
Full Text PDF (viewer): https://ojs.pensamultimedia.it/index.php/siref/article/view/4163/3783
Full Text HTML (file): missing data
Full Text PDF (file): https://ojs.pensamultimedia.it/index.php/siref/article/download/4163/3783
Alternate URL (this mirror): https://formazione-insegnamento.eu/2020-18/1-Tome-II/4163-strengthening-strategic-skills-through-a-game-based-mod
Title: Strengthening strategic skills through a game-based model at University
Abstract: The research presents a pilot study that envisaged the realization of a gamebased model of didactic support to promote strategic skills in a group of students enrolled in the second year of Degree Courses in Education and Primary Teacher Education at Roma Tre University and which showed critical issues in profiles emerged from the compilation of the "Learning Strategies Questionnaire" (QSA – Pellerey & Orio 1996), the "Zimbardo Time Perspective Inventory" (ZTPI – Zimbardo & Boyd 1999; Tr. it Riccucci, 2009) and QuESU ("Questionnaire on the University Study Experience" – Marsano & Bocci, n.p.). The game-based model has been structured on the basis of six areas of cognitive and affective-motivational skills of QSA and it is characterized by the presence of elements linked to the dimensions of game, video games, gamification and Alternate Reality Games. In line with previous research (La Rocca et al., 2014; Margottini et al., 2017; Margottini & Rossi, 2017; Rossi, 2018), results show negative correlation between academic achievement and dimensions of the "disoriented student" profile (difficulty of controlling emotional states, difficulty in concentration, lack of perseverance, external locus of control and low perception of competence). Lastly, students who participated in the pathway have provided a positive feedback in relation to the characteristics of the game-based model because it has allowed them to evaluate aspects of Self that often are not adequately considered and valued during the course of study.
Keywords:
Title: Potenziare le competenze strategiche in ambito universitario tramite un modello ludiforme*
Abstract: La ricerca presenta uno studio pilota che ha previsto la realizzazione di un modello ludiforme di supporto alla didattica per la promozione di competenze strategiche in un gruppo di studenti iscritti al II anno dei CdL in Scienze dell'Educazione e Scienze della Formazione Primaria dell'Università Roma Tre che hanno rilevato particolari criticità nei profili emersi dalla compilazione del "Questionario sulle Strategie di Apprendimento" (QSA – Pellerey & Orio, 1996), dello "Zimbardo Time Perspective Inventory" (ZTPI – Zimbardo & Boyd, 1999; Tr. it Riccucci, 2009) e del QuESU ("Questionario sull'Esperienza di Studio Universitario" – Marsano & Bocci, n.p.). Il modello ludiforme è stato strutturato sulla base delle sei aree di competenza cognitiva e affettivo-motivazionale del QSA e si caratterizza per la presenza di elementi connessi alle dimensioni del gioco, del videogioco, della gamification e degli Alternate Reality Game. I risultati, in linea con le precedenti ricerche (La Rocca et al., 2014; Margottini et al., 2017; Margottini & Rossi, 2017; Rossi, 2018), mostrano relazioni negative tra risultati accademici e le dimensioni del profilo dello "studente disorientato" (difficoltà di controllo degli stati emotivi, difficoltà di concentrazione, mancanza di perseveranza, locus of control esterno e bassa percezione di competenza). Infine, gli studenti che hanno partecipato al percorso hanno fornito un feedback positivo rispetto all'impostazione del modello ludiforme, poiché questo gli ha permesso di valutare aspetti di Sé che spesso non risultano adeguatamente considerati e valorizzati durante il percorso di studi.
Keywords:
Title: Améliorer les compétences stratégiques dans le domaine de l'Université à travers un modèle ludiforme *
Abstract: La recherche présente une étude pilote qui a fourni la création d'un modèle ludiforme pour soutenir l'enseignement pour la promotion de compétences stratégiques dans un groupe d'étudiants inscrits à la deuxième année des CDL en sciences de l'éducation et des sciences de formation primaires de l'Université Roma Tre qui ont détecté des problèmes critiques particuliers qui ont émergé à partir de la compilation de la "question des stratégies sur l'apprenti "Zimbardo Time Perspective Inventory" (Ztpi - Zimbardo & amp; Boyd, 1999; Tr. It Riccucci, 2009) et la quête ("Questionnaire sur l'expérience de l'étude universitaire" - Marsano & amp; Bocci, N.P.). Le modèle Ludiforme a été structuré sur la base des six domaines de la compétence cognitive et motorisée émotionnelle du QSA et se caractérise par la présence d'éléments liés à la taille du jeu, du jeu vidéo, de la gamification et des jeux de réalité alternatifs. Les résultats, conformément aux recherches précédentes (La Rocca et al., 2014; Margottini et al., 2017;Margottini & amp; Rossi, 2017;Rosso, 2018), montrent des relations négatives entre les résultats académiques et les dimensions de la concentration, le manque de persévérance, la difficulté à contrôler les états émotionnels, la difficulté de concentration, le manque de persévérance, le locus de contrôle extérieur et le contrôle émotionnel et la difficulté de concentration, compétence).Enfin, les étudiants qui ont participé au cours ont fourni une rétroaction positive par rapport à la définition du modèle Ludiform, car cela lui a permis d'évaluer les aspects de lui-même qui ne sont souvent pas considérablement pris en compte et améliorés pendant la voie de l'étude. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords:
Title: Mejorar las habilidades estratégicas en el campo universitario a través de un modelo ludiforme*
Abstract: La investigación presenta un estudio piloto que preveía la creación de un modelo ludiforme para apoyar la enseñanza para la promoción de habilidades estratégicas en un grupo de estudiantes inscritos en el segundo año de los CDL en ciencias de la educación y las ciencias de la capacitación primaria de la Universidad Roma Tre que han detectado problemas críticos particulares que emergieron de la compilación de la "estrategias de aprendizaje" (QSA -Pellerey & amp; ORIO, Delio, Delio, Delio, Del. Inventario de perspectiva de tiempo "(ZTPI - Zimbardo & amp; Boyd, 1999; tr. It Riccucci, 2009) y la búsqueda (" Cuestionario sobre la experiencia del estudio universitario " - Marsano & amp; Bocci, N.P.). El modelo ludiforme se estructuró sobre la base de las seis áreas de competencia cognitiva y emocional de la QSA y se caracteriza por la presencia de elementos relacionados con el tamaño del juego, los videojuegos, la gamificación y los juegos de realidad alternativa. Los resultados, en línea con la investigación anterior (La Rocca et al., 2014;Margottini et al., 2017; Margottini & amp; Rossi, 2017;Rosso, 2018), muestran relaciones negativas entre los resultados académicos y las dimensiones del perfil del "estudiante desorientado" (difícil de control de los estados emocionales, dificultades de la concentración, falta de la perseverancia, la ubicación externa de la competencia y la baja de la competencia).Finalmente, los estudiantes que participaron en el curso proporcionaron comentarios positivos en comparación con el entorno del modelo ludiforme, ya que esto le ha permitido evaluar aspectos de sí mismo que a menudo no se consideran y mejoran adecuadamente durante la ruta del estudio. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords:
Title: Aumente as habilidades estratégicas no campo da universidade através de um modelo ludiforme*
Abstract: A pesquisa apresenta um estudo piloto que forneceu a criação de um modelo ludiforme para apoiar o ensino para a promoção de habilidades estratégicas em um grupo de estudantes matriculados no segundo ano do CDLs em ciências da educação e ciências do treinamento primário da Universidade Roma Tre, que detectaram questões críticas específicas que emergiram da compilação do "questionário sobre as estratégias de aprendizagem"; "Zimbardo Time Perspective Inventory" (Ztpi - Zimbardo & amp; Boyd, 1999; tr. It Riccucci, 2009) e The Quest ("Questionário sobre a experiência do estudo da universidade" - Marsano & amp; Bocci, n.p.).O modelo ludiforme foi estruturado com base nas seis áreas de competência cognitiva e emocional-motor do QSA e é caracterizada pela presença de elementos relacionados ao tamanho do jogo, videogame, gamificação e jogos de realidade alternada.The results, in line with the previous research (La Rocca et al., 2014; Margottini et al., 2017; Margottini & Amp; Rossi, 2017; Rosso, 2018), show negative relationships between academic results and the dimensions of the profile of the "disoriented student" (difficulty in controlling emotional states, difficulty of concentration, lack of perseverance, external locus of control and low perception of competence).Finalmente, os alunos que participaram do curso forneceram feedback positivo em comparação com a configuração do modelo ludiforme, pois isso lhe permitiu avaliar aspectos de si mesmo que geralmente não são adequadamente considerados e aprimorados durante o caminho do estudo. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords:
Bajko, R., Hodson, J., Seaborn, K., Livingstone, P., & Fels, D. (2016). Edugamifying Media Studies: Student Engagement, Enjoyment, and Interest in Two Multimedia and Social Media Undergraduate Classrooms. Information System Education Journal, 14(6), 55-72
Bonsignore, E., Hansen, D., Kraus, K., Visconti, A., Ahn, J., & Druin, A. (2013). Playing for Real: Designing Alternate Reality Games for Teenagers in Learning Contexts. IDC ‘13 Proceedings of the 12th International Conference on Interaction Design and Children (pp. 237246). New York, June 24 - 27
Connolly, T., Stansfield, M. & Hainey, T. (2011). An alternate reality game for language learning: ARGuing for multilingual motivation. Computers & Education, 57(1), 1389-1415
Consiglio dell’Unione Europea (2018). Raccomandazione del 22 maggio 2018 relativa alle competenze chiave per l’apprendimento permanente (2018/C 189/01), https://eur-lex.europaeu/legal-content/IT/TXT/?uri=CELEX%3A32018H0604%2801%29 (ultimo accesso 24/02/2020)
Costa, M. (2019). Agency capacitante e sviluppo della competenza. In G. Alessandrini (ed.), Sostenibilità e capability approach (pp. 89-103). Milano: FrancoAngeli.
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From Game Design Elements to Gamefulness: Defining “Gamification”. In A. Lugmayr, H. Franssila, C. Safran, & I. Hammouda (Eds.), Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments (pp. 9-15). New York, NY, USA: ACM.
Elshiekh, R., & Butgerit, L. (2017). Using Gamification to Teach Students Programming Concepts. Open Access Library Journal, 4(8), 1-7
Eurostat (2020). Education and Training 2020. Indicators, https://ec.europaeu/ eurostat/ web/education-and-training/eu-benchmarks (ultimo accesso 24/02/2020)
Garvey, C. (1979). Il gioco. L’attività ludica come apprendimento. Roma: Armando.
Gee, J. P. (2013). Come un videogioco. Insegnare e apprendere nella scuola digitale. Milano: Raffaello Cortina (Originariamente pubblicato nel 2007)
Gilliam, M., Bouris, A, Hill, B., & Jagoda, P. (2016). “The Source”: An Alternate Reality Game to Spark STEM Interest and Learning among Underrepresented Youth. Journal of STEM Education: Innovations and Research, 17(2), 14-20
Granic, I., Lobel, A., & Engels, R. (2015). The benefits of playing video games. American Psychologist, 69(1), 66-78
Griffiths, M. (2002). The educational benefits of videogames. Education and Health, 20(3), pp. 47-51
Guichard, J. (2010). Il ruolo delle teorie di costruzione professionale e costruzione di sé nel life-designing, Items. La newsletter del testing psicologico, 15, 1-4
Hakulinen, L. (2013). Alternate reality games for computer science education. Proceedings of the 13th Koli Calling International Conference on Computing Education Research, 43-50
Hamari J., Shernoff, D., Rowe, E., Coller, B., Asbell-Clarke, J., & Edwards, T. (2015). Challenging games help students learn: an empirical study on engagement, flow and immersion in game-based learning. Computers in Human Behavior, 54, 170-179
Harter, S. (1978). Effectance motivation reconsidered. Toward a developmental model. Human development, 21(1), 34-64
Heckman, J. J., & Kautz, T. (2012). Hard evidence on soft skills. Labour Economics, 19(4), 451– 464
Huizinga, J. (1946). Homo ludens. Torino: Einaudi.
Kapp, K. M. (2012). The gamification of Learning and Instruction: Game-based Methods and Strategies for Training and Education. San Francisco, CA: Pfeiffer. 631 Martina Marsano, Francesca Rossi.
La Rocca, C., Margottini, M., & Capobianco, R. (2014). Ambienti digitali per lo sviluppo delle competenze trasversali nella didattica universitaria. Journal of Educational Cultural and Psychological Studies, 10, 245-283
Leaning, M. (2015). A study of the use of games and gamification to enhance student engagement, experience and achievement on a theory-based course of an undergraduate media degree. Journal of Media Practice, 16(2), 155-170
Lòpez, X., Margapoti, I., Pireddu, M., & Sapuppo, F. (2010). Quale didattica per l’e- learning? I risultati di un’indagine empirica a livello internazionale. Journal of Educational, Cultural and Psychological Studies, 1(2), 27-53
Magone, A., & Mazali, T. (eds.) (2016). Industria 4.0. Uomini e macchine nella fabbrica digitale. Milano: Guerini e Associati.
Marchesini, R. (2002). Post-human: verso nuovi modelli di esistenza. Torino: Bollati Boringhieri.
Margottini, M. (2017). Promuovere competenze strategiche a scuola e all’università. […]. Milano: LED.
Margottini, M., La Rocca, C., & Rossi, F. (2017). Competenze strategiche, prospettiva temporale e dimensione narrativa nell’orientamento. Giornale Italiano della Ricerca Educativa, Special issue, 43-61
Margottini, M., & Rossi, F. (2017). Il ruolo delle dinamiche cognitive, motivazionali e temporali nei processi di apprendimento. Formazione & Insegnamento, 15(2), 499-512
Marsano, M. (2017). Serious game e lifelong learning: apprendere nella società della conoscenza. Roma: Aemme.
MIUR (2018). Una politica nazionale di contrasto del fallimento formativo e della povertà educativa. […]. Roma: MIUR.
Muoio, P. (2019). Apprendere divertendosi. Un’esperienza di gamification in contesto universitario. Reports on E-learning, Media and Education Meetings, 8(1), 149-154
Nota, L., & Soresi, S. (2000). Autoefficacia nelle scelte: la visione sociocognitiva dell’orientamento. Firenze: Giunti.
Nuttin, J. R. (1964). The future time perspective in human motivation and learning. Acta psychologica, 23, 60-82
O’Donovan, S., Gain, J., & Marais, P. (2013). A case study in the gamification of a universitylevel games development course. SAICSIT ’13-Proceedings of the South African Institute for Computer Scientists and Information Technologists Conference (pp. 242-251). New York: Association for Computing Machinery.
OECD (2018). The future we want. The future of education and skills. Education 2030. Paris: OECD.
Osguthorpe, R. T., & Graham, C. R. (2003). Blended Learning Environments: Definitions and Directions. Quarterly Review of Distance Education, 4(3)
Ottone, E. (2014). Apprendo: strumenti e attività per promuovere l’apprendimento. Roma: Anicia.
Palmer, C., & Petroski, A. (2016). Alternate Reality Games: gamification for performance. Boca Raton: CRC Press.
Pellerey, M. (2006). Dirigere il proprio apprendimento. Brescia: La Scuola.
Pellerey, M. (2013). Le competenze strategiche: loro natura, sviluppo e valutazione. Prima parte. Competenze strategiche e processi di autoregolazione: il ruolo delle dinamiche motivazionali. Orientamenti pedagogici, 60(351), 147-168
Pellerey, M., Grz dziel, D., Margottini, M., Epifani, F., & Ottone, E. (2013). Imparare a dirigere se stessi. […]. Roma: CNOS-FAP.
Pellerey, M., & Orio, F. (1996). Questionario sulle Strategie di Apprendimento (QSA). Roma: Las.
Piatt, K. (2009). Using alternate reality games to support first year induction with ELGG. Campus-Wide Information Systems, 26(4), 313-322
Reiners, T., & Wood, L. C. (2015). Gamification in Education and Business. Berlin: Springer.
Rossi, F. (2018). Strategie di apprendimento e prospettive temporali nella didattica universitaria. In A. M. Notti, M. L. Giovannini, & G. Moretti (eds.), La ricerca educativa e didattica nelle scuole di dottorato in Italia (pp. 185-203). Lecce:. 632 Martina Marsano, Francesca Rossi.
Salen, K. (2008). The ecology of games: connecting youth, games, and learning. Cambridge, Mass.: The MIT Press.
Sanchez-Carmona, A., Robles, S., & Pons, J. (2017). A gamification experience to improve engineering students’ performance through motivation. Journal of Technology and Science Education, 7(2), 150-161
Sartori, R., & Gatti, M. (2013). Game-based learning: il ruolo del gioco nella progettazione di percorsi formativi. Milano: Led.
Squire, K. (2011). Video Games and Learning: Teaching and Participatory Culture in the Digital Age. New York: Teachers College Press.
Szulborski, D. (2005). This is Not a Game: A Guide to Alternate Reality Gaming. Pennsylvania: New-Fiction Pub.
Viola, F. (2011). Gamification: i videogiochi nella vita quotidiana. [S.l.]: Arduino Viola.
Werbach, K. & Hunter, D. (2012). For the win: How game thinking can revolutionize your business. Philadelphia, PA: Wharton Digital Press.
Zichermann, G. & Cunningham, C. (2011). Gamification by design: Implementing game mechanics in web and mobile apps. Sebastopol, CA: O’Reilly Media.
Zimbardo P. G., & Boyd J. N. (1999). Putting time in perspective: A valid, reliable in-dividual difference metric. Journal of Personality and Social Psychology, 77, 1271-1288
Zimbardo P. G., & Boyd J. N. (2009). Il paradosso del tempo. La nuova psicologia del tempo che cambierà la tua vita. Milano: Oscar Mondadori.
Zimmerman, B.J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American educational research journal, 45(1), 166-183. 633