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A gamificação na educação: um panorama do fenômeno em ambientes virtuais de aprendizagem
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A sociedade contemporânea caracteriza-se pelo conhecimento mediado por tecnologias da informação e comunicação (TIC) que, por meio dos artefatos tecnológicos criados pela própria sociedade, são difusores da crescente quantidade de informação disponível. Nesse contexto, novos recursos e estratégias de engajamento surgem a cada momento, no intuito de dar suporte a novos modelos educacionais, menos autoritários e mais colaborativos. Entro os recursos que tem ganhado destaque nos últimos anos, está a gamificação, a utilização de elementos de jogos em contextos não relacionados à jogos. Nesse sentido, esse trabalho tem por objetivo delimitar um escopo de estudo da gamificação dentro da educação, em especial nos Ambientes Virtuais de Aprendizagem, e diferenciar os usos de elementos de design de videogames das abordagens de aprendizagem baseadas em videogames (digital game-based learning). Para isso são apresentados, a partir de uma abordagem descritiva, os conceitos que compõem o fenômeno, o conflito de termos existente, bem como sua origem e história dentro das áreas de mídias digitais, tecnologia e educação. Palavras-chave: ambientes virtuais de aprendizagem, gamificação, aprendizagem baseada em videogames.
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... Despite the existence of various game formats, there are always common features. According to Alves and Maciel (2014), the most common elements can be classified into three aspects: dynamics, mechanics and game components. Here follow the elements identified by the author: ...
The use of gamification as a TELL strategy has aroused increasing interest, but there are still many unanswered questions. In this context, and to find the success factors in the design of a Gamified Language Learning Platform (GLLP), an exploratory, cross-sectional study was developed. Critical factors for the success of GLLP were identified and classified, as well as the perceptions of users mainly from China and Portugal (n = 555).
Crossing data, the principles “Specific, clear, moderately difficult, immediate goals”, “Clear, concrete, actionable learning tasks with increased complexity” and “Immediate feedback or shorten feedback cycles; immediate rewards”, emerge with special relevance.
These results are important in the design of new tools, but also, to alert educators to the use of GLLP as a learning complement. It will also be useful, to raise the awareness of educational institutions, for the creation of gamified tools, which can increase motivation, interest, and efficiency in the teaching/ learning process.
... Despite the existence of various game formats, there are always common features. According to Alves [10], the most common elements can be classified into three aspects: dynamics, mechanics and game components. Here follow the elements identified by the author: ...
... Despite the existence of various game formats, there are always common features. According to Alves [10], the most common elements can be classified into three aspects: dynamics, mechanics and game components. Here follow the elements identified by the author: ...
IEEE Xplore Digital Library
URL: https://bit.ly/38R0CQi
... (Frawley, 2000, p. 91) Podemos entender que a gamificação não é um jogo, mas sim algo que podemos estruturar para essa utilização, ou seja, usa-se para propósitos de abstrações e metáforas originárias da cultura e estudos de videogames. Essa compreensão é relevante para a clareza do uso da gamificação na educação e sua distinção e utilização de videogames na educação (Alves & Maciel, 2014). ...
This article presents an activity developed with the use of a technological tool called Kahoot to teach Portuguese that proposes an alternative to evaluate and guide parameters of knowledge of the contents intended for students in the 6th grade of elementary school. This activity was developed in a private school located in the east part of the city of São Paulo. In this paper, it has been made known that this resource may be an option to gamify the class and thus establish patterns of competition among the students involved in the activity. What establishes the theoretical basis of paper is the Activity Theory (AT), which brings elements for an analysis of how the interaction can foster and enhance the pedagogical value in the teaching process of Portuguese and its concepts in a dynamic and participatory way in the collaborative learning among them.
Esta investigación pretende analizar la utilidad de una app para favorecer la creación de relatos digitales
en primeras edades ligada a su capacidad inmersiva. Se llevó a cabo una intervención con alumnado de
Educación Infantil (N=93) de tres escuelas rurales de Asturias (España). Para ello, se seleccionó la app
Imagistory, que permite elaborar un relato digital apoyado en una secuencia de ilustraciones. Tras obtener
los permisos correspondientes, el alumnado manipuló la aplicación individualmente durante 10 minutos.
Esta comunicación se centra en determinar la potencialidad inmersiva de la app seleccionada, inferida a
partir de: 1) el grado de autonomía y motivación del alumnado antes, durante y después de la tarea de
creación de sus relatos; 2) su reacción afectivo-emocional, atendiendo a la empatía hacia los personajes, la
verbalización de sus emociones y pensamientos, la curiosidad y/o inseguridad manifestadas, el disfrute, la
inmersión en el relato, la relación de la historia con sus vivencias, etc. Se constata que, si bien más de la
mitad necesitó estímulos para iniciar la narración, la mayoría mostró autonomía para crear su relato con el
apoyo de la app. Asimismo, la mayor parte manifestó bastante o mucho interés tanto durante la actividad
narrativa como en el visionado. Respecto a la reacción afectivo-emocional, casi todos manifiestan
curiosidad y disfrute, y más de la mitad se sumergen en la ficción. Sin embargo, se obtienen resultados más
bajos en la empatía hacia los personajes y en la verbalización de sus emociones. En conclusión, la actividad
narrativa con este tipo de app despierta el interés por la invención de historias, favoreciéndose así las
habilidades lingüístico-narrativas, dada su capacidad inmersiva.
A formação dos profissionais em saúde é um tema de grande relevância no cenário atual. Se faz necessário fornecer uma formação qualificada para quem forma esses profissionais de saúde. Sendo assim, o presente estudo teve como objetivo analisar aspectos da formação em saúde relacionados ao uso de metodologias ativas no processo de ensino-aprendizagem na graduação em Fonoaudiologia do Instituto de Saúde de Nova Friburgo da Universidade Federal Fluminense, a partir das práticas pedagógicas dos docentes do curso. O projeto foi aprovado pelo Comitê de Ética em Pesquisa sob o CAAE 08783819.3.0000.5243. Participaram do estudo 17 professores, que foram convidados a responder um questionário autoaplicável e uma entrevista com perguntas abertas sobre as suas percepções da sua prática docente. Os dados foram tabulados e as entrevistas foram gravadas por intermédio de um dispositivo móvel e posteriormente transcritas para a sistematização de dados e análise do conteúdo., conforme a técnica Hermenêutico-Dialética proposta por Minayo. Como resultado, foram citadas as motivações para ser docente, sendo elas: gostar de ensinar, compartilhar conhecimentos e desenvolver pesquisa. Os principais recursos educacionais utilizados pelos professores foram subdivididos em cinco categorias: multimidia, gamificação, criação de recursos educacionais, trabalho em grupo e aproximação com a realidade. Nos relatos dos professores, foi possível perceber que apesar de não estarem aplicando o modelo fechado das metodologias ativas, os professores já utilizam alguns dos seus princípios em sala de aula. Os principais desafios encontrados na prática docente foram a falta de formação para ser professor, dificuldades em avaliar o aprendizado dos alunos, o uso de tecnologias em sala de aula, o currículo desatualizado e como engajar os alunos em suas disciplinas. Sugere-se que mais estudos sejam realizados neste campo, a fim de compreender a prática docente universitária, assim como se faz necessário construir caminhos que viabilizem a capacitação continuada dos professores para tornar o processo de ensino aprendizagem mais eficaz.
Well-designed games are good motivators by nature, as they imbue players with clear goals and a sense of reward and fulfillment, thus encouraging them to persist and endure in their quests. Recently, this motivational power has started to be applied to non-game contexts, a practice known as Gamification. This adds gaming elements to non-game processes, motivating users to adopt new behaviors, such as improving their physical condition, working more, or learning something new. This paper describes an experiment in which game-like elements were used to improve the delivery of a Master’s level College course, including scoring, levels, leaderboards, challenges and badges. To assess how gamification impacted the learning experience, we compare the gamified course to its non-gamified version from the previous year, using different performance measures. We also assessed student satisfaction as compared to other regular courses in the same academic context. Results were very encouraging, showing significant increases ranging from lecture attendance to online participation, proactive behaviors and perusing the course reference materials. Moreover, students considered the gamified instance to be more motivating, interesting and easier to learn as compared to other courses. We finalize by discussing the implications of these results on the design of future gamified learning experiences.
This paper presents a framework for evaluating and designing game design patterns
commonly called as “achievements”. The results are based on empirical studies of a
variety of popular achievement systems. The results, along with the framework for
analyzing and designing achievements, present two definitions of game achievements.
From the perspective of the achievement system, an achievement appears as a challenge
consisting of a signifying element, rewards and completion logics whose fulfilment
conditions are defined through events in other systems (usually games). From the
perspective of a single game, an achievement appears as an optional challenge provided
by a meta-game that is independent of a single game session and yields possible
reward(s).
Well-designed games are good motivators by nature, as they imbue players with clear goals and a sense of reward and fulfillment, thus encouraging them to persist and endure in their quests. Recently, this motivational power has started to be applied to non- game contexts, a practice known as Gamification. This adds gaming elements to non-game processes, motivating users to adopt new behaviors, such as improving their physical condition, working more, or learning something new. This paper describes an experiment in which game-like elements were used to improve the delivery of a Master's level College course, including scoring, levels, leaderboards, challenges and badges. To assess how gamification impacted the learning experience, we compare the gamified course to its non-gamified version from the previous year, using different performance measures. We also assessed student satisfaction as compared to other regular courses in the same academic context. Results were very encouraging, showing significant increases ranging from lecture attendance to online participation, proactive behaviors and perusing the course reference materials. Moreover, students considered the gamified instance to be more motivating, interesting and easier to learn as compared to other courses. We finalize by discussing the implications of these results on the design of future gamified learning experiences.
Gamification is the use of game design elements and game mechanics in non-game contexts. This idea has been used successfully in many web based businesses to increase user engagement. Some researchers suggest that it could also be used in web based education as a tool to increase student motivation and engagement. In an attempt to verify those theories, we have designed and built a gamification plugin for a well-known e-learning platform. We have made an experiment using this plugin in a university course, collecting quantitative and qualitative data in the process. Our findings suggest that some common beliefs about the benefits obtained when using games in education can be challenged. Students who completed the gamified experience got better scores in practical assignments and in overall score, but our findings also suggest that these students performed poorly on written assignments and participated less on class activities, although their initial motivation was higher.
Note: This article was UPDATED and revised in 2015 in a new article entitled "DGBL: Still Restless After All These Years" which can be found in Research Gate and at Educause Review. What follows are BOTH abstracts:
2006 Abstract:
After years of research and proselytizing, the proponents of digital game-based learning (DGBL) have been caught unaware. Like the person who is still yelling after the sudden cessation of loud music at a party, DGBL proponents have been shouting to be heard above the prejudice against games. But now, unexpectedly, we have everyone’s attention. The combined weight of three factors has resulted in widespread public interest in games as learning tools.
2015 Abstract:
Nearly a decade ago, I wrote an article for EDUCAUSE Review about digital game-based learning (DGBL) and the challenges it faced.1 I suggested that once proponents of DGBL were successful in convincing people that games could play a role in education, they would be unprepared to provide practical guidance for implementing DGBL. Just as when the person shouting to be heard at a party is suddenly the center of attention at the moment there is a lull in the conversation, we DGBL proponents had everyone's attention—but not much to say. In the article I also suggested that our sometimes overzealous defense of videogames (hereafter often referred to as "digital games") ran the risk of overselling the benefits (and underreporting the challenges) of using digital games in formal education.
Digital games, I said then and still believe today, are effective as embodiments of effective learning theories that can promote higher-order outcomes. Our inability to provide guidance in doing so a decade ago was ceding the DGBL front to digital games as tools for making didactic, instructivist learning (i.e., lectures) more "engaging." DGBL, I suggested, was effective not as a means for making learning "fun" or for "tricking" students into learning; DGBL was effective because it supported powerful learning strategies such as situated learning, authentic environments, and optimized challenge and support (scaffolding). What was needed was a renewed focus on (1) research about why DGBL is effective and (2) guidance on how, when, for whom, and under what conditions to integrate digital games into formal education.
I was not the only one with these ideas, but my timing and the venue combined to reach many people. That 2006 article has been cited more than 1,000 times since then.2 Yet though these ideas continue to resonate with many people, much has changed in terms of research, practice, and to some extent, my own beliefs about the future of DGBL.
Millions play Farmville, Scrabble, and countless other games, generating billions in sales each year. The careful and skillful construction of these games is built on decades of research into human motivation and psychology: A well-designed game goes right to the motivational heart of the human psyche. In For the Win, Kevin Werbach and Dan Hunter argue persuasively that game-makers need not be the only ones benefiting from game design. Werbach and Hunter, lawyers and World of Warcraft players, created the world's first course on gamification at the Wharton School. In their book, they reveal how game thinking--addressing problems like a game designer--can motivate employees and customers and create engaging experiences that can transform your business. For the Win reveals how a wide range of companies are successfully using game thinking. It also offers an explanation of when gamifying makes the most sense and a 6-step framework for using games for marketing, productivity enhancement, innovation, employee motivation, customer engagement, and more.
Badge-based achievement systems are being used increasingly to drive user participation and engagement across a variety of platforms and contexts. Despite positive anecdotal reports, there is currently little empirical evidence to support their efficacy in particular domains. With the recent rapid growth of tools for online learning, an interesting open question for educators is the extent to which badges can positively impact student participation.
In this paper, we report on a large-scale (n > 1000) randomized, controlled experiment measuring the impact of incorporating a badge-based achievement system within an online learning tool. We discover a highly significant positive effect on the quantity of students' contributions, without a corresponding reduction in their quality, as well as on the period of time over which students engaged with the tool. Students enjoyed being able to earn badges, and indicated a strong preference for having them available in the user interface.
Achievement systems are reward structures providing additional goals for players, and thus extending the play time of videogames. In this paper, we explore how applications other than games could benefit from achievement systems, and how users perceive this additional content in a service. For this purpose, we added an achievement system to a geo-tagged photo sharing service called Nokia Image Space. The results suggest that there is some potential in achievement systems outside the game domain. The achievements triggered some friendly competition and comparison between users. However, many users were not convinced, expressing concerns about the achievements motivating undesirable usage patterns. Therefore, an achievement system poses certain design considerations when applied in nongame software.