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The learning process may involve the development of cognitive and metacognitive strategies. And for this development, several artifacts can be inserted in the educational context, such as digital games. From this context, including when games are increasingly present in higher education, we realize that they can provoke enthusiasm and engagement. These behaviors favor learning. Based on this context, the purpose of this study is to present the validation process of a data collection instrument designed to measure the use of these strategies in digital games. The methodology followed the procedures recommended in the literature, with validation by experts and internal validation, with application of the instrument in a pilot test. The questionnaire items were designed and validated based on the hypotheses about cognitive and metacognitive learning strategies and the theory of Game-Based Learning. Eight experts participated in the content validation procedures and 32 respondents participated in the internal validation. From the analysis of the collected data, the results indicate that the questionnaire is suitable for measuring the latent information factors related to mobilizing learning strategies in digital games. The result of this study contributes to the literature by presenting a data collection instrument that can be tested and validated for Anglo-Saxon populations.