Effectiveness of Self-Regulation and Serious Games for Learning STEM Knowledge in Primary Education / Efectividad de la Autorregulación y los Serious Games Para el Aprendizaje de Conocimientos STEM en Educación Primaria

BACKGROUND: The learning of scientific and technological subjects is fundamental in the society of the 21st century. However, a gender gap is detected in the choice of degrees in these subjects. Recent studies indicate the need to take action from the primary education stage to increase student motivation towards these disciplines. METHODS: We worked with a sample of 147 students in the final years of Primary Education. SRL and serious games were applied in initial tasks to computer programming. The objectives were to study the influence of gender, environment and academic level variables on the results in the resolution of initial programming tasks and on student satisfaction with their completion. RESULTS: The mean level of results in these tasks was high (8 out of 10). However, significant differences were found for gender, academic level, and the covariate age. With respect to satisfaction, no significant differences were found except in the continuity of work. CONCLUSIONS: The use of SRL and serious play tasks promotes good levels of performance and satisfaction in all students, although differences in favour of the male gender are detected

ANTECEDENTES: el aprendizaje de materias científico-tecnológicas es fundamental en la sociedad del s. XXI. Si bien, se detecta una brecha de género en la elección de titulaciones en estas materias. Estudios recientes indican la necesidad de realizar acciones desde la etapa de Educación Primaria para aumentar la motivación de los estudiantes hacia estas disciplinas. MÉTODO: se trabajó con una muestra de 147 estudiantes de los últimos cursos de Educación Primaria. Se aplicó SRL y serious games en tareas de inicio a la programación informática. Los objetivos fueron estudiar la influencia de las variables género, entorno y nivel académico sobre los resultados en la resolución de tareas de inicio a la programación y en la satisfacción de los estudiantes con su realización. RESULTADOS: el nivel medio de resultados en estas tareas fue alto (8 sobre 10). Sin embargo, se hallaron diferencias significativas respecto de las variables género, nivel académico y efectos de la covariable edad. Relativo de la satisfacción no se hallaron diferencias significativas salvo en la continuidad de trabajo. CONCLUSIONES: la utilización de SRL y de tareas de juego serios potencia buenos niveles de rendimiento y de satisfacción en todos los estudiantes, aunque se detectan diferencias a favor del género masculino

Effectiveness of Self-Regulation and Serious Games for Learning STEM Knowledge in Primary Education.

BACKGROUND: The learning of scientific and technological subjects is fundamental in the society of the 21st century. However, a gender gap is detected in the choice of degrees in these subjects. Recent studies indicate the need to take action from the primary education stage to increase student motivation towards these disciplines. METHODS: We worked with a sample of 147 students in the final years of Primary Education. SRL and serious games were applied in initial tasks to computer programming. The objectives were to study the influence of gender, environment and academic level variables on the results in the resolution of initial programming tasks and on student satisfaction with their completion. RESULTS: The mean level of results in these tasks was high (8 out of 10). However, significant differences were found for gender, academic level, and the covariate age. With respect to satisfaction, no significant differences were found except in the continuity of work. CONCLUSIONS: The use of SRL and serious play tasks promotes good levels of performance and satisfaction in all students, although differences in favour of the male gender are detected.