Contribuições para o Design de Gamificação em Contextos Educacionais
Resumo
O interesse na gamificação por professores e outros profissionais da educação vem aumentando nos últimos anos. Contudo, a literatura indica que dependendo da forma como a gamificação é planejada e executada os resultados podem beneficiar ou prejudicar à aprendizagem e motivação dos estudantes. Neste contexto, é fundamental desenvolver técnicas de design, aplicação e avaliação da gamificação específicas para o contexto educacional com o objetivo de maximizar os benefícios e mitigar potenciais problemas. Dessa forma, este trabalho apresenta parte das contribuições alcançadas neste trabalho de doutorado focando: (a) no desenvolvimento e validação da primeira taxonomia de elementos de jogos específica para o contexto educacional; (b) no framework conceitual para gamificar ambientes de aprendizagem testado e validado por profissionais do ensino; e (c) na uso de dados empíricos de centenas de usuários (N=1692) para criar estratégias inovadoras de design de gamificação por meio técnicas de mineração de dados. Os resultados obtidos viabilizaram tanto o uso adequado dos elementos de gamificação durante o processo de planejamento da gamificação quanto a correta aplicação da gamificação em ambientes de ensino.
Palavras-chave:
Gamificação, Contexto educacional, Taxonomia, Framework conceitual
Referências
Agrawal, R., Imieliński, T. and Swami, A. (1993). Mining association rules between sets of items in large databases. [link], [accessed on Oct 22]
Deterding, S., Sicart, M., Nacke, L., O’Hara, K. and Dixon, D. (2011). From Game Design Elements to Gamefulness: Defining "Gamification." Proceedings of the 2011 annual conference extended abstracts on Human factors in computing systems - CHI EA ’11, p. 2425.
Dichev, C. and Dicheva, D. (20 dec 2017). Gamifying education: what is known, what is believed and what remains uncertain: a critical review. International Journal of Educational Technology in Higher Education. Nature Publishing Group. [link]. 0042-5, [accessed on Apr 17].
Fayad, M. and Schmidt, D. C. (1997). Object-oriented application frameworks. Communications of the ACM, v. 40, n. 10, p. 32–38.
Hussain, S., Atallah, R., Kamsin, A. and Hazarika, J. (25 apr 2019). Classification, clustering and association rule mining in educational datasets using data mining tools: A case study. In Advances in Intelligent Systems and Computing. . Springer, Cham. http://link.springer.com/10.1007/978-3-319-91192-2_21, [accessed on May 22].
Kalogiannakis, M., Papadakis, S. and Zourmpakis, A.-I. (2021). Gamification in Science Education. A Systematic Review of the Literature. Education Sciences, v. 11, n. 1.
Kitchenham, B. (2004). Procedures for Performing Systematic Reviews.
Lazar, J., Feng, J. H. and Hochheiser, H. (2017). Research methods in human-computer interaction. 2nd. ed. Morgan Kaufmann.
Martí-Parreño, J., Seguí-Mas, D. and Seguí-Mas, E. (jul 2016). Teachers’ Attitude towards and Actual Use of Gamification. Procedia - Social and Behavioral Sciences, v. 228, p. 682–688.
Meder, M., Plumbaum, T. and Albayrak, S. (2017). A Primer on Data-Driven Gamification Design. In Proceedings of the Data-Driven Gamification Design Workshop. [link], [accessed on Feb 15].
Mora, A., Riera, D., González, C. and Arnedo-Moreno, J. (2017). Gamification: a systematic review of design frameworks. Journal of Computing in Higher Education,
Oliveira, W., Toda, A. M., Palomino, P. T., Rodrigues, L. and Isotani, S. (2020). Which one is the best? A quasi-experimental study comparing frameworks for unplugged gamification. RENOTE, v. 18, n. 1.
Palomino, P. T., Toda, A. M., Dos Santos, W. O., Cristea, A. I. and Isotani, S. (2019). Narrative for gamification in education: why should you care? In Proceedings of the 19th IEEE International Conference on Advanced Learning Technologies.
Paula, F. R. De and Fávero, R. da P. (2016). A gamificação da educação na compreensão dos profissionais da educação. SBC - Proceedings of SBGames 2016, p. 1459–1465.
Sánchez-Mena, A. and Martí-Parreño, J. (2016). Gamification in higher education: teachers’ drivers and barriers. Proceedings of the International Conference of The Future of Education, n. July.
Swacha, J. (2021). State of Research on Gamification in Education: A Bibliometric Survey. Education Sciences, v. 11, n. 2.
Toda, A. M., Do Carmo, R. M. C., Da Silva, A. P., Bittencourt, I. I. and Isotani, S. (26 oct 2018). An approach for planning and deploying gamification concepts with social networks within educational contexts. International Journal of Information Management.
Toda, A. M. and Isotani, S. (2016). Um processo para geração de designs gamificados para o ensino. In I Workshop de Educação Digital e Interativa (WEDI).
Toda, Armando M., Klock, A. C. T., Oliveira, W., et al. (4 dec 2019). Analysing gamification elements in educational environments – Using an existing Gamification Taxonomy. Smart Learning Environments, v. 6, n. 1, p. 16.
Toda, Armando M, Oliveira, W., Klock, A. C., et al. (2019). A Taxonomy of Game Elements for Gamification in Educational Contexts: Proposal and Evaluation. In IEEE 19th International Conference on Advanced Learning Technologies (ICALT).
Toda, Armando M., Oliveira, W., Shi, L., et al. (22 may 2019). Planning Gamification Strategies based on User Characteristics and DM : A Gender-based Case Study. In Proceedings of the Educational Data Mining 2019 conference. . http://arxiv.org/abs/1905.09146, [accessed on Jul 1].
Toda, Armando M, Palomino, P. T., Oliveira, W., et al. (2019). How to Gamify Learning Systems? An Experience Report using the Design Sprint Method and a Taxonomy for Gamification Elements in Education. Journal of Educational Technology & Society, v. 22, n. 3, p. 47–60.
Toda, A. M., Toda, A. M., Silva, A. P. Da and Isotani, S. (10 jan 2017). Desafios para o Planejamento e Implantação da Gamificação no Contexto Educacional. RENOTE, v. 15, n. 2.
Toda, A., Palomino, P. T., Rodrigues, L., et al. (11 nov 2019). Validating the Effectiveness of Data-Driven Gamification Recommendations: An Exploratory Study. In Proceedings of the SBIE 2019. . Brazilian Computer Society (Sociedade Brasileira de Computação - SBC). [link], [accessed on Dec 2].
Toda, A., Pereira, F. D., Klock, A. C. T., et al. (2020). For whom should we gamify? Insights on the users intentions and context towards gamification in education. n. Cbie, p. 471–480.
Toda, A., Silva, Y., Cruz, W., et al. (7 nov 2016). Um processo de Gamificação para o ensino superior: Experiências em um módulo de Bioquímica. In Anais do Workshop de Informática na Escola. [link], [accessed on Dec 10].
Xu, R. and WunschII, D. (may 2005). Survey of Clustering Algorithms. IEEE Transactions on Neural Networks, v. 16, n. 3, p. 645–678.
Zainuddin, Z., Chu, S. K. W., Shujahat, M. and Perera, C. J. (1 jun 2020). The impact of gamification on learning and instruction: A systematic review of empirical evidence. Educational Research Review, v. 30, p. 100326.
Deterding, S., Sicart, M., Nacke, L., O’Hara, K. and Dixon, D. (2011). From Game Design Elements to Gamefulness: Defining "Gamification." Proceedings of the 2011 annual conference extended abstracts on Human factors in computing systems - CHI EA ’11, p. 2425.
Dichev, C. and Dicheva, D. (20 dec 2017). Gamifying education: what is known, what is believed and what remains uncertain: a critical review. International Journal of Educational Technology in Higher Education. Nature Publishing Group. [link]. 0042-5, [accessed on Apr 17].
Fayad, M. and Schmidt, D. C. (1997). Object-oriented application frameworks. Communications of the ACM, v. 40, n. 10, p. 32–38.
Hussain, S., Atallah, R., Kamsin, A. and Hazarika, J. (25 apr 2019). Classification, clustering and association rule mining in educational datasets using data mining tools: A case study. In Advances in Intelligent Systems and Computing. . Springer, Cham. http://link.springer.com/10.1007/978-3-319-91192-2_21, [accessed on May 22].
Kalogiannakis, M., Papadakis, S. and Zourmpakis, A.-I. (2021). Gamification in Science Education. A Systematic Review of the Literature. Education Sciences, v. 11, n. 1.
Kitchenham, B. (2004). Procedures for Performing Systematic Reviews.
Lazar, J., Feng, J. H. and Hochheiser, H. (2017). Research methods in human-computer interaction. 2nd. ed. Morgan Kaufmann.
Martí-Parreño, J., Seguí-Mas, D. and Seguí-Mas, E. (jul 2016). Teachers’ Attitude towards and Actual Use of Gamification. Procedia - Social and Behavioral Sciences, v. 228, p. 682–688.
Meder, M., Plumbaum, T. and Albayrak, S. (2017). A Primer on Data-Driven Gamification Design. In Proceedings of the Data-Driven Gamification Design Workshop. [link], [accessed on Feb 15].
Mora, A., Riera, D., González, C. and Arnedo-Moreno, J. (2017). Gamification: a systematic review of design frameworks. Journal of Computing in Higher Education,
Oliveira, W., Toda, A. M., Palomino, P. T., Rodrigues, L. and Isotani, S. (2020). Which one is the best? A quasi-experimental study comparing frameworks for unplugged gamification. RENOTE, v. 18, n. 1.
Palomino, P. T., Toda, A. M., Dos Santos, W. O., Cristea, A. I. and Isotani, S. (2019). Narrative for gamification in education: why should you care? In Proceedings of the 19th IEEE International Conference on Advanced Learning Technologies.
Paula, F. R. De and Fávero, R. da P. (2016). A gamificação da educação na compreensão dos profissionais da educação. SBC - Proceedings of SBGames 2016, p. 1459–1465.
Sánchez-Mena, A. and Martí-Parreño, J. (2016). Gamification in higher education: teachers’ drivers and barriers. Proceedings of the International Conference of The Future of Education, n. July.
Swacha, J. (2021). State of Research on Gamification in Education: A Bibliometric Survey. Education Sciences, v. 11, n. 2.
Toda, A. M., Do Carmo, R. M. C., Da Silva, A. P., Bittencourt, I. I. and Isotani, S. (26 oct 2018). An approach for planning and deploying gamification concepts with social networks within educational contexts. International Journal of Information Management.
Toda, A. M. and Isotani, S. (2016). Um processo para geração de designs gamificados para o ensino. In I Workshop de Educação Digital e Interativa (WEDI).
Toda, Armando M., Klock, A. C. T., Oliveira, W., et al. (4 dec 2019). Analysing gamification elements in educational environments – Using an existing Gamification Taxonomy. Smart Learning Environments, v. 6, n. 1, p. 16.
Toda, Armando M, Oliveira, W., Klock, A. C., et al. (2019). A Taxonomy of Game Elements for Gamification in Educational Contexts: Proposal and Evaluation. In IEEE 19th International Conference on Advanced Learning Technologies (ICALT).
Toda, Armando M., Oliveira, W., Shi, L., et al. (22 may 2019). Planning Gamification Strategies based on User Characteristics and DM : A Gender-based Case Study. In Proceedings of the Educational Data Mining 2019 conference. . http://arxiv.org/abs/1905.09146, [accessed on Jul 1].
Toda, Armando M, Palomino, P. T., Oliveira, W., et al. (2019). How to Gamify Learning Systems? An Experience Report using the Design Sprint Method and a Taxonomy for Gamification Elements in Education. Journal of Educational Technology & Society, v. 22, n. 3, p. 47–60.
Toda, A. M., Toda, A. M., Silva, A. P. Da and Isotani, S. (10 jan 2017). Desafios para o Planejamento e Implantação da Gamificação no Contexto Educacional. RENOTE, v. 15, n. 2.
Toda, A., Palomino, P. T., Rodrigues, L., et al. (11 nov 2019). Validating the Effectiveness of Data-Driven Gamification Recommendations: An Exploratory Study. In Proceedings of the SBIE 2019. . Brazilian Computer Society (Sociedade Brasileira de Computação - SBC). [link], [accessed on Dec 2].
Toda, A., Pereira, F. D., Klock, A. C. T., et al. (2020). For whom should we gamify? Insights on the users intentions and context towards gamification in education. n. Cbie, p. 471–480.
Toda, A., Silva, Y., Cruz, W., et al. (7 nov 2016). Um processo de Gamificação para o ensino superior: Experiências em um módulo de Bioquímica. In Anais do Workshop de Informática na Escola. [link], [accessed on Dec 10].
Xu, R. and WunschII, D. (may 2005). Survey of Clustering Algorithms. IEEE Transactions on Neural Networks, v. 16, n. 3, p. 645–678.
Zainuddin, Z., Chu, S. K. W., Shujahat, M. and Perera, C. J. (1 jun 2020). The impact of gamification on learning and instruction: A systematic review of empirical evidence. Educational Research Review, v. 30, p. 100326.
Publicado
22/11/2021
Como Citar
TODA, Armando M.; CRISTEA, Alexandra I.; ISOTANI, Seiji.
Contribuições para o Design de Gamificação em Contextos Educacionais. In: CONCURSO ALEXANDRE DIRENE (CTD-IE) - TESES DE DOUTORADO - CONGRESSO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (CBIE), 10. , 2021, Online.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2021
.
p. 21-30.
DOI: https://doi.org/10.5753/wcbie.2021.218753.
