Serious game as a way to boost self-regulated learning in higher education

Abstract

Educational technology favors learning in the university context. In the same way, in the last decades, self-regulated learning has gained relevance in the scientific community because students controls, at their own pace, the way they learns best. Therefore, the present study analyzes educational praxis linked to serious game, in order to identify the self-regulation strategies that are enhanced. Design-Based Research was utilised to examine a group of 30 students of Sociology at the Technical University of Machala (UTMACH), in Ecuador. During the analysis of the data collected with a parametric t-test it was identified that out of the 10 self-regulation strategies analyzed, serious gaming primarily boosts three of them: goal-setting and planning; seeking information; and self-consequences.