Navegando por Assunto "Gamification"

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Educação Inclusiva e jogos de cartas: o Jogo Acolher como proposta facilitadora do processo de inclusão de pessoas com deficiência no Ensino Superior
(Universidade Federal do Pará, 2024-03-05) ASSUNÇÃO, Paulo Andrey Loredo de; RODRIGUES, Ronaldo de Oliveira; http://lattes.cnpq.br/1573942492848983; https://orcid.org/0000-0001-5721-2926
The aim of this research was to develop a card game aimed at higher education students, which would help to reduce attitudinal barriers and contribute to the inclusion of people with disabilities (PwD) at this level of education. It was carried out using a qualitative approach, which guided the exploratory and field research. The theoretical basis was provided by studies involving Inclusive Education, such as Oliveira, I. (2002, 2017); Lima, S. (2017); Gamification and Games such as Kapp (2012); Gomes (2015, 2019) and Busarello (2016), in addition to documents from international conventions and Brazilian legislation regarding guidelines and orientations on the teaching of PwD, such as the Salamanca Declaration and the Brazilian Law for the Inclusion of People with Disabilities Law No. 13.146/15, respectively. The field research unfolded from internships and experiences at the Dentistry Course at the Federal University of Pará (UFPA) and at the institution's Accessibility Coordination Office (CoAcess), with monitoring in each of the five divisions that provide support for students with disabilities. The active methodology called Gamification was used to develop the product. The product validation process was supported by a semi-structured questionnaire answered by course students and a panel of experts via Google Forms. The results from the students' point of view indicate that the game meets the proposed objectives and arouses interest in the subject, while the experts believe that the product can generate curiosity about the subject and contribute to reflection and a change in attitude. Thus, it is understood that even though the final version of the game is presented, it is not limited to a single version, situation or form of gameplay, but provides and invites the challenge of different practices in the teaching context to which it is directed.
Acesso aberto (Open Access)
Um estudo comparativo entre gamificação e ensino tradicional: escolhas e narrativa enquanto mecânicas de jogo.e seus efeitos sobre o engajamento e desempenho de alunos de graduação em aula remota
(Universidade Federal do Pará, 2021-02-03) ALENCAR, Renan Batista; MENEZES, Aline Beckmann de Castro; http://lattes.cnpq.br/8107199720875369; http://orcid.org/0000-0002-3136-3707
Formal education is a process which requires programming of teaching conditions that properly help the achievement of educational objectives. For some authors, student’s engagement levels to the school environment are related to the achievement of those goals, as it works to predict many factors, such as academic performance and quality of interpersonal relationships. Among the strategies used to favor school engagement, gamification has stood out stands out in the literature. It refers to the adaptation of elements commonly present in games to situations that are not naturally a game, such as a classroom, as a way to make students achieve similar engagement levels to those found on people who play games. This paper stablishes a comparison between the exclusive use of traditional teaching strategies and the use of some elements of gamification, based on narrative, to verify engagement levels of undergraduate students in a classroom environment of remote class, in the duration of three classes for each group. To achieve this, a between-groups experimental design was chosen to detect variations on the participants’ engagement levels across experimental conditions, and test performance. The measurement of these levels was made using the Escala de Engajamento Escolar, a validated instrument designed to evaluate school engagement, as well as observation and registering of engagement related behaviors, with the assistance of video recording and from tests about the contents taught in each class. In total, 29 undergraduate students, of different higher education institutions across the metropolitan region of Belém, Pará, participated on the experiment. Comparatively, the gamified classes group presented higher levels of engagement in the first two classes and a significant drop in the last one. In conclusion, it’s possible that the game elements applied in this experiment are not sufficient to keep stable levels of engagement for longer periods, making it necessary to evaluate the stability of these levels when assisted by the use of other game elements in further researches.
Acesso aberto (Open Access)
Um framework gamificado para a disciplina algoritmos ou equivalente
(Universidade Federal do Pará, 2019-05-07) QUARESMA, José Augusto de Sena; OLIVEIRA, Sandro Ronaldo Bezerra; http://lattes.cnpq.br/2080791630485427; https://orcid.org/0000-0002-8929-5145; ELIASQUEVICI, Marianne Kogut; http://lattes.cnpq.br/6655468164115415
A framework gamified is our product proposal for the teaching and learning process of the Algorithms or equivalent discipline. The curricular component in question is fundamental for the courses in the area of information technology, since it bases the student and professional future on the knowledge of software development. However, we observed a high level of student disapproval and avoidance in this discipline, through consultations in the literature and at the Faculty of Computer Science of the Federal University of Pará (UFPA). From this context, the study proposes the following question-focus: How to use a strategy to get the process of teaching and learning of studied content Algorithms or systems of information undergraduation? Anchored in the question-focus has as general objective the conception of a framework gamified for the discipline Algorithms or equivalent. As a way to reach the objectives outlined, a mixed research methodology was defined, covering systematic review of the literature; survey; participant observation; peer review; and validation by means of the comparison of the acquired grades in the gamified processes and the traditionally adopted in the discipline. The data from the research allowed to contemplate the literature on the subject, the perception of the Brazilian panorama about the discipline, the teacher and student view and the observation of the teacher, student, monitor and content interaction in the UFPA reality. Through the results achieved, the product of this master's thesis with the homogeneous data structure contents was designed, designed and tested, pointing to the reality of application as the most difficult to learn by the students and teaching by the teachers. Therefore, through the experiment, corroborated by the Systematic Review of Literature, when comparing the gamified approach, to what has been used in the Algorithms of the courses of the Faculty of Computation of UFPA, we identified: (i) greater participation of students in the classroom; (ii) greater collaboration among students during the resolution of the challenges; (iii) greater engagement in resolving the lists of exercises; (iv) improvement in students' performance regarding the assessment grade; (v) use of dynamic and playful classroom practices; (vi) timely feedback on students' progress in the discipline; (vii) acceptance of the approach by students; (viii) the need to discuss the limits of gamification in the face of the occurrence of students with disabilities or of introverted temperament. With these results, we evaluated how timely and important it is to spread the teaching and learning process of the Algorithms or equivalent discipline, to help minimize the failure and avoidance rates in the discipline.
Acesso aberto (Open Access)
Gamificação e aprendizagem: uma proposta para professores de ciência/química dos anos finais do ensino fundamental
(Universidade Federal do Pará, 2024-11-05) VIRGOLINO, Mayara de Brito; BRABO, Jesus Cardoso; http://lattes.cnpq.br/8186834432543140; https://orcid.org/0000-0001-6757-0540
The speed with which information and different types of knowledge circulate in society, through the advance of Digital Information and Communication Technologies, has transformed people's habits and behaviors in their daily lives. Reflecting on the impact of these changes on the educational scenario, there is a need for innovation and the development of new practices that can involve students in the teaching-learning process. In this sense, considering gamification as a methodological strategy, to increase student motivation and engagement during learning, this research aimed to develop an educational product in the form of a teaching guide, with gamified activities, for teaching Atomic Models in the context of Primary Education. From this, we sought to answer the following guiding question: what impacts can the use of gamification bring to the learning process of Atomic Models in the final years of Primary School? Concerning methodology, a qualitative study was carried out, using the principles of participant observation, developed in three stages: I) Bibliographic mapping; II) Planning of the educational product; and III) Application and evaluation of the educational product. The product was applied in the second bimester of 2023, in a private school in the municipality of Ananindeua, in the state of Pará, where the research teacher works, and 48 students from two 9th-grade classes took part in the research. As this was an analysis of educational activity, participant observation was used as a data collection tool, along with speech recordings, questionnaires, and written productions. The results show that the use of gamification proved to be effective in learning the proposed content, as well as in participation in the gamified activities, highlighting aspects such as student engagement, collaboration, and motivation, through the presence of game elements such as levels and challenges, contributing to increased interaction with the teacher to fulfill the tasks undertaken in class. Finally, the educational product, entitled Gamification and learning: a teaching guide for teaching Atomic Models in Elementary School II, which is part of the dissertation, is available on the websites of the Postgraduate Program in Teaching in Science and Mathematics Education at the Federal University of Pará and the EduCapes Portal.
Acesso aberto (Open Access)
Gamificação e escrita: experiência de aprendizagem gamificada para produção textual
(Universidade Federal do Pará, 2021-04-15) BARBOSA, Rita de Cassia Damasceno; RODRIGUES, Isabel Cristina França dos Santos; http://lattes.cnpq.br/0226549641470972
The presented work is purposed to realize, under the Applied Linguistic, a theoretical-propositive study about the active responsive manifestation in the textual production of 9th grade elementary school students, from the work with opinion article and commentary genders discourse in the argumentative interface, through activities which use gamification as a pedagogical proposal, because of this resource is part of the life in society and is the way that the students are inserted as subjects in the diverse social practices that they do participate, being these in scholar environment, familiar or in the digital environment. To effectuate, it was started by the following problematic: How can the activities elaborated with game mechanics base, gamification, contribute to the active responsive manifestation of the learners in the genders discourse production? To answer this question, it was elaborated a set of activities to the argumentative genders textual production, adapted from the genders discourse reading and writing project of Lopes-Rossi (2008), compound by organized activities with game mechanics – gamification, which search to confirm/to deny two hypothesis: a) gamificated activities, because of having the engagement and the motivation to solve problems as objective, do collaborate to the active responsive manifestation of 9th grade students in textual production of the opinion article and commentary genders; b) the students manifest active responsive during the activities that involve the texts rewriting. It was defined as the main goal to verify the active responsive manifestation in the textual production of the opinion article and comments genders discourse, from a game mechanics elaborated activity proposal, the gamification and, as specific objectives: a) to ascertain if the gamificated activities, which require the teachers responsibility in the knowledge construction, does collaborate for a active responsive action of the students in the textual production; b) to verify the active responsive manifestation in the early production of the opinion article and commentary genders discourse in the diagnostic activities. To the theoretical reasoning, it was based in Bakhtin’s Circle thoughts principles about the dialogical nature of the language and the responsiveness, as well as in theorists and researchers who develop works related to the textual production in the classroom in this perspective, as Geraldi (1996), Sercundes (2004), Fiad and Mayrink-Sabinson (2019) and Menegassi (2016); the studies about multiliteracy of Street (2013, 2014), Kleiman (1995), Soares (2006), Rojo e Moura (2012) e Rojo e Barbosa (2015), Alves (2015) and Paula (2016) about gamification as pedagogical practice. The investigation is characterized as a qualitative research, based in the interpretativism, with propositive disposition and applied nature, which the initial results obtained from the diagnostic analysis show that the learners do manifest active responsive position in relation to the production proposal understanding, to the gender purpose attendance and to the thematic content in the textual production of the discursive genders opinion article and reader commentary. These results were used as a base to the elaboration of a educational product activity in order to contribute to the active responsive manifestation of the learners in the textual production, shaped as a pedagogical activity book, directed to Portuguese Language teachers.
Acesso aberto (Open Access)
Gamificação e o gênero crônica: práticas decoloniais a partir da tríade oralidade, leitura e escrita
(Universidade Federal do Pará, 2024-03-25) CARDOSO, Jeocele Marília Vaz da Silva; SANTOS, Isabel Cristina França dos; http://lattes.cnpq.br/0226549641470972; https://orcid.org/0000-0001-5750-5868
Society is entangled in a flow of information and discoveries, and the school follows this world with minimal steps, where the skills associated with innovation and the use of technologies are frequent. The challenge of arousing students' interest in the classroom has been constant, and teachers have sought to reframe their practice to promote a teaching and learning process that provides opportunities for protagonism, autonomy, creativity, engagement, playfulness, and criticality. This study aims to find out how the use of digital technologies and game mechanics can contribute to students' learning in oral, reading, and writing practices, providing opportunities for protagonism and creativity in the use of language in their social practices. Considering the daily practices of language teaching in school spaces, we seek strategies that encompass the use of immersive technologies with discursive genres, understanding the theoretical-practical relationships and their social and communicative functions in convergence with dialogical and decolonial concepts. The chronicle genre forms the basis for the development of the activities proposed in this work, considering the social dimension, based on the categories of analysis: thematic content, style, and compositional construction, with the aim of mobilizing knowledge beyond the classroom in convergence with themes from the students' daily lives. The analysis of the data, based on the conditions of production, sought to understand the aforementioned categories to identify difficulties and potential in the writing of the text, and presented the following situations: a) Regarding aspects related to the constituent elements of the statement, of the twenty-three participating students, two followed the theme described in the production command, while the others addressed semantic and discursive dimensions beyond what was requested; b) Regarding the context of compositional construction, the students made different choices in the construction of the discourse; c) Regarding style, all the students considered the aforementioned element. In applying the intervention proposal, considering the research objectives, we found that gamified activities contribute to the development of 9th-grade students in speaking, reading, and writing practices, as well as promoting engagement, motivation, and collaboration among them. Regarding the decolonial aspects, we observed that themes related to the social context of the students help them to assume reflective and critical attitudes and positions towards the problems of the community in which they live.
Acesso aberto (Open Access)
Recrutadores de Conhecimento: um jogo sério para avaliação formativa em disciplinas teóricas
(Universidade Federal do Pará, 2024-03-21) PINHEIRO, Luiz Pedro Reis; NASCIMENTO, Márcio Lima do; http://lattes.cnpq.br/6668311810812135; https://orcid.org/0000-0002-1177-3776
In this work, we sought to address the following central question: how can we assist instructors of theoretical disciplines in encouraging their students to engage in dialogue about the concepts of the subjects through a playful and immersive environment, allowing the instructor to observe what was presented and evaluate what was discussed? The main objective adopted as an alternative solution to this question was to present a serious game that would serve as an artifact for instructors to conduct formative assessments of the content covered, providing students with a playful environment for presenting syntheses of the concepts addressed up to that point. The choice of this theme arose from the observation of the need for instructors in the Professional Master’s Program in Programa de Pós-Graduação Criatividade e Inovação em Metodologias de Ensino Superior (PPGCIMES) to identify students’ appropriation of the concepts presented in the disciplines, as well as the need for use in other subjects and diverse educational environments. As theoretical support for the research, we addressed the following concepts: Game, Gamification, Serious Game, and Edutainment. These concepts were explored to provide a foundation for product development. The research was conducted using the Action Research methodology, complemented by Design Thinking and the MDA (Mechanics, Dynamics, Aesthetics) framework. Throughout the research, various tests were conducted to evaluate the objectives and improve the product. To understand and guide the artifact’s development, a survey was conducted with higher education instructors to create a persona that would serve as a guide for the product. The tests were carried out with both low- fidelity digital prototypes and high-fidelity physical prototypes, always considering the user’s perspective and the research objectives. With the structured prototypes, we described the step-by-step applications and what we collected from each of the tests, detailing how they influenced the product. Subsequently, we conducted semi-structured interviews with some of the professors from the disciplines where the tests took place to assess whether the objectives were being achieved. Later, we described all the final characteristics of the game, detailing each component and how they impact the gameplay. Finally, we concluded with a report on what was developed and how the product impacted the professors who had contact with the research, presenting the results regarding the achievement of the defined objectives and the potential for replicating the product in other environments.