A systematic and comparative analysis of the impacts of Blended Learning in public schools: integration of gamification tools in team-based taxonomy
Resumo
Este artigo desenvolve uma nova taxonomia para Blended Learning, visando aumentar a autonomia dos alunos por meio de tecnologia, metodologias ativas e gamificação. Utilizando uma revisão sistemática da literatura, uma abordagem de agrupamento categoriza a taxonomia em cinco classes. Estruturas conceituais foram então desenvolvidas para cada classe de taxonomia. O estudo comparou o ensino híbrido baseado em equipe com o ensino presencial tradicional sobre o desempenho de aprendizagem dos alunos. As observações iniciais favoreceram o grupo híbrido, mas a análise estatística não encontrou diferença significativa, apoiando a hipótese nula. Estas descobertas sublinham a necessidade dos educadores adotarem abordagens pedagógicas inovadoras, como o ensino híbrido, para integrar a tecnologia nas escolas públicas.Referências
Abdul Rahim, R., Kalaichelven, J., & Ibrahim, R. (2022). Measuring user experience of blended learning application: A case study of higher education. In Proceedings of the 2022 13th International Conference on E-Education, E-Business, E-Management, and E-Learning, pages 274–279.
Ahlin, E. M. (2020). A mixed-methods evaluation of a hybrid course modality to increase student engagement and mastery of course content in undergraduate research methods classes. Journal of Criminal Justice Education, 32(1):22–41.
Ahmed, A., Amin, S. B., McCarthy, G., Khan, A. M., & Nepal, R. (2022). Is blended learning the future of education? Students' perspective using discrete choice experiment analysis. Journal of University Teaching & Learning Practice, 19(3):06.
Argyriou, P., Benamar, K., & Nikolajeva, M. (2022). What to blend? Exploring the relationship between student engagement and academic achievement via a blended learning approach. Psychology Learning & Teaching, 21(2):126–137.
Avramenko, B. V., Buzdugan, O. A., Myrkovych, I. L., Oskina, N. O., and Stryga, E. V. (2021). Organization of individual work of students in blended learning of foreign languages at higher educational institutions.
Bacich, L., Neto, A. T., & de Mello Trevisani, F. (2015). Ensino híbrido: personalização e tecnologia na educação. Penso editora.
Chen, J. (2022). Effectiveness of blended learning to develop learner autonomy in a Chinese university translation course. Education and Information Technologies, 27(9):12337–12361.
Chua, K., & Islam, M. (2021). The hybrid project-based learning–flipped classroom: A design project module redesigned to foster learning and engagement. International Journal of Mechanical Engineering Education, 49(4):289–315.
Creswell, J. W., Fetters, M. D., Plano Clark, V. L., & Morales, A. (2009). Mixed methods intervention trials. Mixed methods research for nursing and the health sciences, pages 159–180.
Cui, Y., Zhao, G., & Zhang, D. (2022). Improving students’ inquiry learning in web-based environments by providing structure: Does the teacher matter or platform matter? British Journal of Educational Technology, 53(4):1049–1068.
Darmawan, I., Wirastuti, N., Nilakusmawati, D., Raharja, M., et al. (2021). The effectiveness of the blended learning approach in algorithm and programming courses. In Journal of Physics: Conference Series, volume 1722, page 012104. IOP Publishing.
de Brito Lima, F., Lautert, S. L., and Gomes, A. S. (2022). Learner behaviors associated with uses of resources and learning pathways in blended learning scenarios. Computers &Education, 191:104625.
Etom, R., Pabatang Jr, O., Dapanas, K., Consolacion, R., Iniego, J., Jumao-as, A., Pabua, A., & Tee, K. (2021). The use of e-learning tools in blended learning approach on students’ engagement and performance. In Journal of Physics: Conference Series, volume 1835, page 012075. IOP Publishing.
Fabbri, S. C., Hernandes, E. M., Di Thommazo, A., Belgamo, A., Zamboni, A., & Silva, C. (2012). Managing literature reviews information through visualization. In ICEIS (2), pages 36–45.
Ferreira, S. A. A., Moreira, F. P., & Lima, D. A. (2023). Melhores práticas para o ensino híbrido: Um guia de recomendações para professores. In X Encontro de Pesquisa e Extensao (EnPE). IFTM.
Hernandes, E., Zamboni, A., Fabbri, S., & Thommazo, A. D. (2012). Using GQM and TAM to evaluate Start: A tool that supports systematic review. CLEI Electronic Journal, 15(1):3–3.
Hult, G. T. M., Mena, J. A., Ferrell, O., & Ferrell, L. (2011). Stakeholder marketing: A definition and conceptual framework. AMS Review, 1:44–65.
Indriyanti, N., Yamtinah, S., & Muawiyah, D. (2020). An inquiry into students’ metacognition and learning achievement in a blended learning design. International Journal of Emerging Technologies in Learning (iJET), 15(21):77–88.
Kitchenham, B., Brereton, O. P., Budgen, D., Turner, M., Bailey, J., & Linkman, S. (2009). Systematic literature reviews in software engineering – a systematic literature review. Information and Software Technology, 51(1):7–15.
Kundu, A., Bej, T., & Rice, M. (2021). Time to engage: Implementing math and literacy blended learning routines in an Indian elementary classroom. Education and Information Technologies, 26(1):1201–1220.
Lima, D. A., Ferreira, M. E. A., & Silva, A. F. F. (2021). Machine learning and data visualization to evaluate a robotics and programming project targeted for women. Journal of Intelligent & Robotic Systems, 103(1):4.
Lima, D. A., & Isotani, S. (2022). Systematic map and review of Google Classroom usage during the COVID-19 pandemic: An analysis by data clustering approach. Revista Brasileira de Informática na Educação, 30:20–49.
Lima, D. A., Oliveira, C. C., Pestili, L. C., Silva, E. C., Bezerra, M. A., & Lima, H. A. (2017). Uma proposta de sistema de aprendizagem com conteúdo gamificado e com reforço guiado por algoritmos bio-inspirados. Anais do Computer on the Beach, pages 140–149.
Moran, J. (2015). Educação híbrida: um conceito-chave para a educação, hoje. In Bacich, L., Neto, A. T., & de Mello Trevisani, F. (Eds.), Ensino híbrido: personalização e tecnologia na educação, Porto Alegre: Penso, pages 27–45.
Moreira, F., & Lima, D. (2024a). Experimental analysis to assess the effectiveness of team-based blended learning in teaching computational thinking. In Anais do XXXII Workshop sobre Educação em Computação, pages 114–126, Porto Alegre, RS, Brasil. SBC.
Moreira, F. P., Ferreira, S. A. A., & Lima, D. A. (2023). Challenges and opportunities for the use of digital information and communication technologies in education during the COVID-19 pandemic: An experience with active methodologies. Revista Novas Tecnologias na Educação, 21(1):77–86.
Moreira, F. P., & Lima, D. A. (2023a). Conceptual framework proposal based on a new taxonomy for blended learning: An approach to enhance and modernize education. Revista Novas Tecnologias na Educação, 21(2):44–56.
Moreira, F. P., & Lima, D. A. (2023b). Enhancing early elementary literacy education with Flippity tool: Challenges, opportunities, and solutions. In Anais do XXIX Workshop de Informática na Escola, pages 309–320. SBC.
Moreira, F. P., & Lima, D. A. (2023c). Exploring the impact of gamification and the Flippity tool in teaching Brazilian culture: Insights and recommendations. In Anais do XXIX Workshop de Informática na Escola, pages 298–308. SBC.
Moreira, F. P., & Lima, D. A. (2024b). Systematic literature review on the impact of blended learning in promoting student engagement and autonomy: Findings and recommendations. Revista Brasileira de Informática na Educação, 32:242–269.
Phelps, C., & Moro, C. (2022). Using live interactive polling to enable hands-on learning for both face-to-face and online students within hybrid-delivered courses. Journal of University Teaching and Learning Practice, 19(3):8.
Sarıtepeci, M., & Çakır, H. (2015). The effect of blended learning environments on student motivation and student engagement: A study on social studies course. Education & Science/Egitim ve Bilim, 40(177).
Sendacz, N., Isotani, S., & Lima, D. A. (2022). Literature review on technologies and games that motivated people to practice physical activity during the pandemic. Revista Novas Tecnologias na Educação, 20(2):280–289.
Shen, J., Qi, H., Chen, Y., Mei, R., Sun, C., & Wang, Z. (2022). Incorporating modified team-based learning into a flipped basic medical laboratory course: Impact on student performance and perceptions. BMC Medical Education, 22(1):608.
Soares, A. L., Ferreira, M. E. A., and Lima, D. A. (2021). Experience report and data visualization to evaluate a game programming project aimed for girls using scratch tool. In Anais do XXVII Workshop de Informática na Escola, pages 43–52. SBC.
Sudirta, I., Widiana, I., Setemen, K., Sukerti, N., Widiartini, N., & Santiyadnya, N. (2022). The impact of blended learning assisted with self-assessment toward learner autonomy and creative thinking skills. International Journal of Emerging Technologies in Learning (iJET), 17(6):163–180.
Syafril, S., Latifah, S., Engkizar, E., Damri, D., Asril, Z., Yaumas, N. E., et al. (2021). Hybrid learning on problem-solving abilities in physics learning: A literature review. In Journal of Physics: Conference Series, volume 1796, page 012021. IOP Publishing.
Valente, J. A. (2015). O ensino híbrido veio para ficar. In Bacich, L., Neto, A. T., & de Mello Trevisani, F. (Eds.), Ensino híbrido: personalização e tecnologia na educação, Porto Alegre: Penso, pages 13–17.
Wong, R. (2022). Basis psychological needs of students in blended learning. Interactive Learning Environments, 30(6):984–998.
Yang, C. C., & Ogata, H. (2023). Personalized learning analytics intervention approach for enhancing student learning achievement and behavioral engagement in blended learning. Education and Information Technologies, 28(3):2509–2528.
Ahlin, E. M. (2020). A mixed-methods evaluation of a hybrid course modality to increase student engagement and mastery of course content in undergraduate research methods classes. Journal of Criminal Justice Education, 32(1):22–41.
Ahmed, A., Amin, S. B., McCarthy, G., Khan, A. M., & Nepal, R. (2022). Is blended learning the future of education? Students' perspective using discrete choice experiment analysis. Journal of University Teaching & Learning Practice, 19(3):06.
Argyriou, P., Benamar, K., & Nikolajeva, M. (2022). What to blend? Exploring the relationship between student engagement and academic achievement via a blended learning approach. Psychology Learning & Teaching, 21(2):126–137.
Avramenko, B. V., Buzdugan, O. A., Myrkovych, I. L., Oskina, N. O., and Stryga, E. V. (2021). Organization of individual work of students in blended learning of foreign languages at higher educational institutions.
Bacich, L., Neto, A. T., & de Mello Trevisani, F. (2015). Ensino híbrido: personalização e tecnologia na educação. Penso editora.
Chen, J. (2022). Effectiveness of blended learning to develop learner autonomy in a Chinese university translation course. Education and Information Technologies, 27(9):12337–12361.
Chua, K., & Islam, M. (2021). The hybrid project-based learning–flipped classroom: A design project module redesigned to foster learning and engagement. International Journal of Mechanical Engineering Education, 49(4):289–315.
Creswell, J. W., Fetters, M. D., Plano Clark, V. L., & Morales, A. (2009). Mixed methods intervention trials. Mixed methods research for nursing and the health sciences, pages 159–180.
Cui, Y., Zhao, G., & Zhang, D. (2022). Improving students’ inquiry learning in web-based environments by providing structure: Does the teacher matter or platform matter? British Journal of Educational Technology, 53(4):1049–1068.
Darmawan, I., Wirastuti, N., Nilakusmawati, D., Raharja, M., et al. (2021). The effectiveness of the blended learning approach in algorithm and programming courses. In Journal of Physics: Conference Series, volume 1722, page 012104. IOP Publishing.
de Brito Lima, F., Lautert, S. L., and Gomes, A. S. (2022). Learner behaviors associated with uses of resources and learning pathways in blended learning scenarios. Computers &Education, 191:104625.
Etom, R., Pabatang Jr, O., Dapanas, K., Consolacion, R., Iniego, J., Jumao-as, A., Pabua, A., & Tee, K. (2021). The use of e-learning tools in blended learning approach on students’ engagement and performance. In Journal of Physics: Conference Series, volume 1835, page 012075. IOP Publishing.
Fabbri, S. C., Hernandes, E. M., Di Thommazo, A., Belgamo, A., Zamboni, A., & Silva, C. (2012). Managing literature reviews information through visualization. In ICEIS (2), pages 36–45.
Ferreira, S. A. A., Moreira, F. P., & Lima, D. A. (2023). Melhores práticas para o ensino híbrido: Um guia de recomendações para professores. In X Encontro de Pesquisa e Extensao (EnPE). IFTM.
Hernandes, E., Zamboni, A., Fabbri, S., & Thommazo, A. D. (2012). Using GQM and TAM to evaluate Start: A tool that supports systematic review. CLEI Electronic Journal, 15(1):3–3.
Hult, G. T. M., Mena, J. A., Ferrell, O., & Ferrell, L. (2011). Stakeholder marketing: A definition and conceptual framework. AMS Review, 1:44–65.
Indriyanti, N., Yamtinah, S., & Muawiyah, D. (2020). An inquiry into students’ metacognition and learning achievement in a blended learning design. International Journal of Emerging Technologies in Learning (iJET), 15(21):77–88.
Kitchenham, B., Brereton, O. P., Budgen, D., Turner, M., Bailey, J., & Linkman, S. (2009). Systematic literature reviews in software engineering – a systematic literature review. Information and Software Technology, 51(1):7–15.
Kundu, A., Bej, T., & Rice, M. (2021). Time to engage: Implementing math and literacy blended learning routines in an Indian elementary classroom. Education and Information Technologies, 26(1):1201–1220.
Lima, D. A., Ferreira, M. E. A., & Silva, A. F. F. (2021). Machine learning and data visualization to evaluate a robotics and programming project targeted for women. Journal of Intelligent & Robotic Systems, 103(1):4.
Lima, D. A., & Isotani, S. (2022). Systematic map and review of Google Classroom usage during the COVID-19 pandemic: An analysis by data clustering approach. Revista Brasileira de Informática na Educação, 30:20–49.
Lima, D. A., Oliveira, C. C., Pestili, L. C., Silva, E. C., Bezerra, M. A., & Lima, H. A. (2017). Uma proposta de sistema de aprendizagem com conteúdo gamificado e com reforço guiado por algoritmos bio-inspirados. Anais do Computer on the Beach, pages 140–149.
Moran, J. (2015). Educação híbrida: um conceito-chave para a educação, hoje. In Bacich, L., Neto, A. T., & de Mello Trevisani, F. (Eds.), Ensino híbrido: personalização e tecnologia na educação, Porto Alegre: Penso, pages 27–45.
Moreira, F., & Lima, D. (2024a). Experimental analysis to assess the effectiveness of team-based blended learning in teaching computational thinking. In Anais do XXXII Workshop sobre Educação em Computação, pages 114–126, Porto Alegre, RS, Brasil. SBC.
Moreira, F. P., Ferreira, S. A. A., & Lima, D. A. (2023). Challenges and opportunities for the use of digital information and communication technologies in education during the COVID-19 pandemic: An experience with active methodologies. Revista Novas Tecnologias na Educação, 21(1):77–86.
Moreira, F. P., & Lima, D. A. (2023a). Conceptual framework proposal based on a new taxonomy for blended learning: An approach to enhance and modernize education. Revista Novas Tecnologias na Educação, 21(2):44–56.
Moreira, F. P., & Lima, D. A. (2023b). Enhancing early elementary literacy education with Flippity tool: Challenges, opportunities, and solutions. In Anais do XXIX Workshop de Informática na Escola, pages 309–320. SBC.
Moreira, F. P., & Lima, D. A. (2023c). Exploring the impact of gamification and the Flippity tool in teaching Brazilian culture: Insights and recommendations. In Anais do XXIX Workshop de Informática na Escola, pages 298–308. SBC.
Moreira, F. P., & Lima, D. A. (2024b). Systematic literature review on the impact of blended learning in promoting student engagement and autonomy: Findings and recommendations. Revista Brasileira de Informática na Educação, 32:242–269.
Phelps, C., & Moro, C. (2022). Using live interactive polling to enable hands-on learning for both face-to-face and online students within hybrid-delivered courses. Journal of University Teaching and Learning Practice, 19(3):8.
Sarıtepeci, M., & Çakır, H. (2015). The effect of blended learning environments on student motivation and student engagement: A study on social studies course. Education & Science/Egitim ve Bilim, 40(177).
Sendacz, N., Isotani, S., & Lima, D. A. (2022). Literature review on technologies and games that motivated people to practice physical activity during the pandemic. Revista Novas Tecnologias na Educação, 20(2):280–289.
Shen, J., Qi, H., Chen, Y., Mei, R., Sun, C., & Wang, Z. (2022). Incorporating modified team-based learning into a flipped basic medical laboratory course: Impact on student performance and perceptions. BMC Medical Education, 22(1):608.
Soares, A. L., Ferreira, M. E. A., and Lima, D. A. (2021). Experience report and data visualization to evaluate a game programming project aimed for girls using scratch tool. In Anais do XXVII Workshop de Informática na Escola, pages 43–52. SBC.
Sudirta, I., Widiana, I., Setemen, K., Sukerti, N., Widiartini, N., & Santiyadnya, N. (2022). The impact of blended learning assisted with self-assessment toward learner autonomy and creative thinking skills. International Journal of Emerging Technologies in Learning (iJET), 17(6):163–180.
Syafril, S., Latifah, S., Engkizar, E., Damri, D., Asril, Z., Yaumas, N. E., et al. (2021). Hybrid learning on problem-solving abilities in physics learning: A literature review. In Journal of Physics: Conference Series, volume 1796, page 012021. IOP Publishing.
Valente, J. A. (2015). O ensino híbrido veio para ficar. In Bacich, L., Neto, A. T., & de Mello Trevisani, F. (Eds.), Ensino híbrido: personalização e tecnologia na educação, Porto Alegre: Penso, pages 13–17.
Wong, R. (2022). Basis psychological needs of students in blended learning. Interactive Learning Environments, 30(6):984–998.
Yang, C. C., & Ogata, H. (2023). Personalized learning analytics intervention approach for enhancing student learning achievement and behavioral engagement in blended learning. Education and Information Technologies, 28(3):2509–2528.
Publicado
04/11/2024
Como Citar
MOREIRA, Franciely Pereira; LIMA, Danielli Araújo.
A systematic and comparative analysis of the impacts of Blended Learning in public schools: integration of gamification tools in team-based taxonomy. In: CONCURSO ALEXANDRE DIRENE (CTD-IE) - DISSERTAÇÕES DE MESTRADO - CONGRESSO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (CBIE), 13. , 2024, Rio de Janeiro/RJ.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2024
.
p. 33-45.
DOI: https://doi.org/10.5753/cbie_estendido.2024.240558.
