PROMOTING METACOGNITIVE AND INCLUSIVE TEACHING THROUGH GAMIFIED ACTIVITIES: THE ESCAPE ROOMS EXPERIENCE

Gianluca Amatori, Roberta Rosa, Luca Giuseppe Ingrosso

Abstract


In recent years, several studies have highlighted the importance of a game-based learning, considering the game as a vehicle of learning and inclusion for pupils through motivation and engagement.

In specific relation to the educational field, the interactive experience of the Escape Room overpasses mere entertaining purposes, rooting deep into knowledge, strategy, and skill fields.

It can be considered as a tool to motivate learning, inclusion and, most of all, it allows students to achieve development of metacognitive, emotional, and social skills.

Escape Room in teaching fields could then unveil multidisciplinary scenarios that can be connected to topics, specific knowledge and skills, disciplinary tools all heading towards the consolidation of learning by encouraging metacognitive thinking as a study method.

Keywords


metacognitive teaching; escape room; study method

Full Text:

PDF (Italiano)

References


Albanese O., Doudin P.A., Martin D. (2011) (edited by). Metacognizione e educazione, Milano: FrancoAngeli.

Antonietti A., Cantoia M. (2000). La mente che impara, Firenze: La Nuova Italia.

Ashman A.F., Conway R.N. F. (1991). Guida alla didattica metacognitiva, Trento: Erickson.

Bandura A. (1996). Il senso di autoefficacia, Trento: Erickson.

Barnes D., Burgdorf A., Wenck L.S. (1991). Recupero e sostegno cognitivo, Trento: Erickson.

Borkowski J.G., Muthukrishna N. (1992). Moving metacognition into the classroom: Working models’ and effective strategy teaching. In M. Pressley, K. R. Harris, &J. T. Guthrie (edited by), Promoting academic literacy: Cognitive research and instructional innovation. Orlando, FL: Academic Press.

Brown A.L. (1987). Metacognition, Executive Control, Self-Regulation and Otheer More Mysterious Mechanism, in F.E. Weinett, R.H. Kluwe (edited by), Metacognition, Motivation and Understanding, New York: Springer.

Cisotto L. (1998). Scrittura e metacognizione. Linee teoriche e proposte operative, Trento: Erickson.

Cornoldi C. (2007). Difficoltà e disturbi dell’apprendimento, Bologna: Il Mulino.

Cornoldi C., Caponi B. (1991). Memoria e metacognizione. Attività didattiche per imparare a ricordare, Trento: Erickson.

Cornoldi C., Caponi B., Falco G., Focchiatti R., Lucangeli D., Todeschini M. (1995). Matematica e metacognizione. Atteggiamenti metacognitivi e processi di controllo, Trento: Erickson.

Cornoldi C., De Beni R., Gruppo MT (2020), Imparare a studiare. Strategie, stili cognitivi, metacognizione e atteggiamenti nello studio, Trento: Erickson.

Cottini L. (2017). Didattica speciale e inclusione scolastica, Roma: Carocci.

Cottini L., Meazzini P. (1997). Il training sulle strategie di memoria. In P. Meazzini (edited by), Handicap: passi verso l’autonomia, Firenze: Giunti.

De Beni R., Pazzaglia F. (1991). Lettura e metacognizione. Attività didattiche per la comprensione del testo, Trento: Erickson.

De Simone M.R., Scassillo S., Strollo M.R. (2015), Metacognizione e scrittura: uno studio pilota di potenziamento metacognitivo nella produzione del testo con alunni di scuola secondaria di primo grado, Ricerche di Pedagogia e Didattica – Journal of Theories and Research in Education, 10(2), 1-38.

Dettori G.F., Letteri B. (2021). L’importanza della meta-cognizione per un apprendimento inclusivo, Un’indagine con docenti di classe e di sostegno, L’integrazione scolastica e sociale, 20(1), 102-123.

Flavell J.H. (1971). First discussant’s comments: What is memory development the development of?, Human Development, 14, 272-278.

Flavell J.H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry, American Psychologist, 34(10), 906-911.

Flavell J.H., Wellmann H.M. (1977). Metamemory, in R.V. Kail, J.W. Hagen (edited by) Perspectives on the Development of Memory and Cognition, Hillsdale (NJ): Lawrence Erlbaum Associates.

Flavell JH. (1999). Children’s knowledge about the mind, Annual review of Psychology, 50, 21-45.

Guilford J.P. (1950). Creativity, American Psychologist, 5, 444-454.

Hadwin F.A.,Winne P.H., Stockley D.B., Nesbit J.C., Woszczyna C. (2001). Context Moderates Student’s Self-Reports about How They Study, Journal of Educational Psychology, 93(3), 477-487.

Ianes D. (2001). Metacognizione e insegnamento, Trento: Erickson.

Johnson D., Johnson R., Holubec E. (1996). Apprendimento cooperativo in classe. Trento: Erickson.

Lisimberti C., Montalbetti K. (2014) (edited by), Solidarietà sociale e impegno educativo. Promuovere il successo scolastico per il successo formativo, Milano: Vita e Pensiero.

Mitchell D., Sutherland D. (2022). Cosa funziona nella didattica speciale e inclusiva, Trento: Erickson.

Montoro M.A., Ortiz Colon A.M., Rodriguez Moreno J. (2020). The digital competence in the initial training. Escape rooms: gamified activities for the training of education professionals. International Conference on Educational Technologies 2020 (ICEduTech 2020), 11-17.

Nicholson, S. (2015), Peeking behind the locked door: A survey of escape room facilities. http://scottnicholson.com/pubs/erfacwhite.pdf

Nicholson, S. (2018). Creating Engaging Escape Rooms for the Classroom. Childhood Education, 94(1), 44-49. https://doi.org/10.1080/00094056.2018.1420363

Pallascio, R., Benny, M., Patry, J. (2003). Il pensiero critico e il pensiero metacognitivo. In Albanese, O., Doudin, P., A., Martin, D. (edited by), Metacognizione e educazione, Milano: FrancoAngeli.

Pilone M., Muzio C. (2003). La valutazione del pensiero strategico, Brescia: Vannini.

Rosa R., Cusano P. (2020). Self regulated learning and metacognition. The contribution of biodanza srt in primary school, Sport Science, 13(1), 79-86.

Rosa R., Tafuri F. (2022). Creative corporeality and development of divergent thinking in children, Italian Journal of Health Education, Sports and Inclusive Didactics, 6(3), 1-10.

Salvetti F., Galli C., Bertagni B., Gardner R., Minehart R. (2022), A Digital Mindset for the Society 5.0: Experience an Online Escape Room, in Guralnick, D., Auer, M.E., Poce, A. (edited by) Innovations in Learning and Technology for the Workplace and Higher Education. TLIC 2021. Lecture Notes in Networks and Systems, vol. 349. Cham: Springer.

Schneider W., Pressley M. (1997). Memory developmental between two and twenty (2a ed.), New York: Springer-Verlag.

Vianello R. (1998). Psicologia dello Sviluppo, Bergamo: Junior.

Vizzari A.R. (2022) (edited by), Didattica con le Escape Room, Trento: Erickson.

Wellman H.M. (1983). Metamemory Revisited, in M.T. Chi (edited by), Trends in Memory Development Research, Basel: Karger.

Zhao N., Teng X., Li W., Li Y., Wang S., Wen H. e Yi M. (2019), A Path Model for Metacognition and Its Relation to Problem-Solving Strategies and Achievement for Different Tasks, ZDM: The International Journal on Mathematics Education, 51(4), 641-653.




DOI: https://doi.org/10.32043/gsd.v7i2.852

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 Giornale Italiano di Educazione alla Salute, Sport e Didattica Inclusiva

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Italian Journal of Health Education, Sports and Inclusive Didactics 
ISSN printed: 2532-3296