Sousa, JoaquimAndrade, AntónioMachado, Joaquim2018-05-112018-05-112017Sousa, J., Andrade, A., Machado, J. (2017). Experiências de aprendizagem da língua inglesa com alunos em risco usando jogos digitais. In J. Machado, C. Palmeirão, I. Cabral, I. Baptista, J. Azevedo, J. M. Alves, M. C. Roldão (orgs.), Educação, Territórios e Desenvolvimento Humano : Atas do II Seminário Internacional, Porto, Portugal, 20-21 de Julho de 2017. (pp. 405-419). Porto: Universidade Católica Portuguesa - Faculdade de Educação e Psicologia - Centro de Estudos em Desenvolvimento Humano9789899948686http://hdl.handle.net/10400.14/24255Learning difficulties and inappropriate behaviour in the classroom foster social exclusion. The study comprehends an investigation-action methodology addressing 21 students at risk attending the 9th grade and having taken place in a school library environment for a 3-month period. Following every interactive class featuring the use of digital games towards positive learning outcomes, the researcher interacts with all of the students to get to know every particular aspect of the game they liked most, what they have felt during the game and the explanatory reasons and to identify students´ perceptions on learning outcomes as well as the factors which have favoured or worsened the learning process. The study analyses English learning activities by resorting to digital games, especially those featuring the following aims: collaborative oral interaction, gramar structural training, argumentative writing training as well as vocabulary training. The study also highlights the self-regulated learning component and reassures its contribution for the development of the students´ school relatedness assets, stimulated by the affectionate bonds ocurring among teacher and students and their peers.porDigital gamesInvolvementSelf-regulationInclusionconference object