Playing to learn, learn to play

Abstract

In this paper we present a research investigating the development of metacognitive abilities through their personifications and an itinerary focusing on logic games. Besides the main theoretical references, we expose the operational and management modalities of the activities conducted in the classroom. The qualitative analysis of data allowed us to answer affirmatively to our research questions, proving that kids developed higher awareness about processes, strategies and metacognitive abilities, such as planification, continuous control and final evaluation.