Microgenetic Wire Conductor: a technique for metacognitive mediation in computer games

Myriam Kienitz Lemos, Claudia L.R. Motta, Carla Verônica M. Marques, Carlo Emmanoel T. Oliveira, Maira Fróes, José Otávio Pompeu e Silva


This study aims to present the Microgenetic Conductor Wire, a tool for metacognitive mediation in computational games. We present the preliminary results of application of this method taking two games provided with educational content belonging to the mathematical sciences and developed onto concrete material, in children between 9 and 10 years. The data generated showed cognitive improvements identified by the emergence of Innovative Schemes (Inhelder [ 6 ]) for the resolution of problems in games. We present evidence that learning is disconnected from predefined chronological stages as Piaget argued. Our results verified that content requiring complex mathematical reasoning and that are expected with over 12 years in the formal operations stage of abstract reasoning (Piaget [17]), can be learned and consolidated by younger children in the range between 9 and 10 years.


metacognition; cognitive microgenesis; computational games; games; mathematic

DOI: http://dx.doi.org/10.5753/RBIE.2014.22.01.1


Revista Brasileira de Informática na Educação (RBIE) (ISSN: 1414-5685; online: 2317-6121)
Brazilian Journal of Computers in Education (RBIE) (ISSN: 1414-5685; online: 2317-6121)