AIQuiz: Uma Ferramenta de Apoio a Gamificação Aprimorada com Inteligência Artificial de ChatBot
Resumo
A gamificação aplica elementos de jogos em contextos não-jogáveis para engajar pessoas. A criação de jogos de perguntas e respostas, apesar das ferramentas digitais, exige que educadores desenvolvam manualmente cada questão, um processo que pode ser demorado e exaustivo. Para contornar isso, foi desenvolvida a AIQuiz. Com o uso da API do ChatGPT, essa ferramenta cria automaticamente perguntas e respostas para quizzes. Além disso, a ferramenta permite o cadastro e agendamento dos jogos, envio de convites por e-mail e geração de rankings dos resultados. Quando testada junto a professores de cursos de graduação em computação, a ferramenta demonstrou ser valiosa, facilitando a elaboração e condução de jogos de perguntas e respostas.
Referências
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Deterding, S., Dixon, D., Khaled, R., and Nacke, L. (2011). From game design elements to gamefulness: Defining “gamification”. In 15th International Academic MindTrek Conference, MindTrek ’11, pages 9—-15, New York, NY, USA. ACM.
Dicheva, D., Irwin, K., and Dichev, C. (2019). OneUp: Engaging Students in a Gamified Data Structures Course. In ACM Technical Symposium on Computer Science Education, pages 386—-392, New York, NY, USA. ACM.
Duolingo (2023). Duolingo. Disponível em https://pt.duolingo.com/. Acessado em 06/07/2023.
Ferro, L. S. (2021). The game element and mechanic (gem) framework: A structural approach for implementing game elements and mechanics into game experiences. Entertainment Computing, 36:100375.
Grivokostopoulou, F., Perikos, I., and Hatzilygeroudis, I. (2016). An Innovative Educational Environment Based on Virtual Reality and Gamification for Learning Search Algorithms. In International Conference on Technology for Education, pages 110–115.
Hamari, J., Koivisto, J., and Sarsa, H. (2014). Does gamification work? – a literature review of empirical studies on gamification. In Hawaii International Conference on System Sciences, page 3025–3034, USA. IEEE Computer Society.
Hamid, M. K. A., Ambikapathy, M., and Zanuddin, H. (2022). Gamification and student engagement during COVID-19: An analysis of “Quizwhizzer” application in virtual classes. Journal of Media and Communication Research, 2022(Special issue):113–121.
Ibáñez, M.-B., Di-Serio, , and Delgado-Kloos, C. (2014). Gamification for Engaging Computer Science Students in Learning Activities: A Case Study. IEEE Transactions on Learning Technologies, 7(3):291–301.
Kahoot (2023). Kahoot! - Learning games. Disponível em https://kahoot.com/. Acessado em 06/07/2023.
Kannappan, V. T., Fernando, O. N. N., Chattopadhyay, A., Tan, X., Hong, J. Y. J., Seah, H. S., and Lye, H. E. (2019). La Petite Fee Cosmo: Learning Data Structures Through Game-Based Learning. In International Conference on Cyberworlds, pages 207–210.
Kapp, K. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. San Francisco, CA: Pfeiffer.
Leitão, C. (2021). A entrevista como instrumento de pesquisa científica em Informática na Educação: planejamento, execução e análise. SBC.
Rahman, A. A., Abdullah, I. I., Talkis, N. A., Jamal, N. F., and Razak, S. A. (2021). Increasing Student’s Engagement in Study Skills Course via Gamification. In International Conference on Artificial Intelligence and Data Sciences, pages 1–6.
Smiderle, R., Rigo, S. J., Marques, L. B., Peçanha de Miranda Coelho, J. A., and Jaques, P. A. (2020). The impact of gamification on students’learning, engagement and behavior based on their personality traits. Smart Learning Environments, 7(1):3.
Sousa, K. and Melo, L. (2021). Uma revisão sistemática do uso da gamificação no ensino de programação. In "Anais do XXXII Simpósio Brasileiro de Informática na Educação" , pages 440–450, Porto Alegre, RS, Brasil. SBC.
Spanier, A., Harms, S. W., and Hastings, J. (2021). A Classification Scheme for Gamification in Computer Science Education: Discovery of Foundational Gamification Genres in Data Structures Courses. In IEEE Frontiers in Education Conference (FIE), pages 1–9.
Suresh, S., Nagaraj Rao, V., and Srinivasa, G. (2018). Gamification of a visual question answer system. In International Conference on Technology for Education, pages 41–44.
Wang, A. I. and Tahir, R. (2020). The effect of using kahoot! for learning, a literature review. Computers Education, 149:103818.
Yan, S., Zalika, and mei, S. Y. (2018). Implementing Quizizz as Game Based Learning in the Arabic Classroom. European Journal of Social Science Education and Research, 5(1):194—-198
Yohannis, A. and Prabowo, Y. (2015). Sort Attack: Visualization and Gamification of Sorting Algorithm Learning. In International Conference on Games and Virtual Worlds for Serious Applications, pages 1–8.
Zhang, Y., Dou, Y., Meng, X., Lai, Y., Lu, Y., and Wang, X. (2020). Gamification of LR Algorithm: Engaging Students by Playing in Compiler Principle Course. In International Conference on Computer Science Education, pages 396–400.
Bard (2023). Try Bard, an AI experiment by Google. Disponível em https://bard.google.com/?hl=en. Acessado em 06/07/2023.
Barriales, A. F., Paragulla, J. V., and Andrade-Arenas, L. (2020). Gamification as part of teaching and its influence on learning computational algorithms. In World Conference on Engineering Education, pages 1–4.
ChatGPT (2023). ChatGPT.openIA. Disponível em https://openai.com/blog/chatgpt. Acessado em 06/07/2023.
da Silva, R., Topolniak, L., Quadros, A. A., and dos Santos, S. d. F. (2022). Kahoot como proposta de ferramenta de gamificação no ambiente escolar. Brazilian Journal of Development, 8(2):11780–11794.
Deterding, S., Dixon, D., Khaled, R., and Nacke, L. (2011). From game design elements to gamefulness: Defining “gamification”. In 15th International Academic MindTrek Conference, MindTrek ’11, pages 9—-15, New York, NY, USA. ACM.
Dicheva, D., Irwin, K., and Dichev, C. (2019). OneUp: Engaging Students in a Gamified Data Structures Course. In ACM Technical Symposium on Computer Science Education, pages 386—-392, New York, NY, USA. ACM.
Duolingo (2023). Duolingo. Disponível em https://pt.duolingo.com/. Acessado em 06/07/2023.
Ferro, L. S. (2021). The game element and mechanic (gem) framework: A structural approach for implementing game elements and mechanics into game experiences. Entertainment Computing, 36:100375.
Grivokostopoulou, F., Perikos, I., and Hatzilygeroudis, I. (2016). An Innovative Educational Environment Based on Virtual Reality and Gamification for Learning Search Algorithms. In International Conference on Technology for Education, pages 110–115.
Hamari, J., Koivisto, J., and Sarsa, H. (2014). Does gamification work? – a literature review of empirical studies on gamification. In Hawaii International Conference on System Sciences, page 3025–3034, USA. IEEE Computer Society.
Hamid, M. K. A., Ambikapathy, M., and Zanuddin, H. (2022). Gamification and student engagement during COVID-19: An analysis of “Quizwhizzer” application in virtual classes. Journal of Media and Communication Research, 2022(Special issue):113–121.
Ibáñez, M.-B., Di-Serio, , and Delgado-Kloos, C. (2014). Gamification for Engaging Computer Science Students in Learning Activities: A Case Study. IEEE Transactions on Learning Technologies, 7(3):291–301.
Kahoot (2023). Kahoot! - Learning games. Disponível em https://kahoot.com/. Acessado em 06/07/2023.
Kannappan, V. T., Fernando, O. N. N., Chattopadhyay, A., Tan, X., Hong, J. Y. J., Seah, H. S., and Lye, H. E. (2019). La Petite Fee Cosmo: Learning Data Structures Through Game-Based Learning. In International Conference on Cyberworlds, pages 207–210.
Kapp, K. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. San Francisco, CA: Pfeiffer.
Leitão, C. (2021). A entrevista como instrumento de pesquisa científica em Informática na Educação: planejamento, execução e análise. SBC.
Rahman, A. A., Abdullah, I. I., Talkis, N. A., Jamal, N. F., and Razak, S. A. (2021). Increasing Student’s Engagement in Study Skills Course via Gamification. In International Conference on Artificial Intelligence and Data Sciences, pages 1–6.
Smiderle, R., Rigo, S. J., Marques, L. B., Peçanha de Miranda Coelho, J. A., and Jaques, P. A. (2020). The impact of gamification on students’learning, engagement and behavior based on their personality traits. Smart Learning Environments, 7(1):3.
Sousa, K. and Melo, L. (2021). Uma revisão sistemática do uso da gamificação no ensino de programação. In "Anais do XXXII Simpósio Brasileiro de Informática na Educação" , pages 440–450, Porto Alegre, RS, Brasil. SBC.
Spanier, A., Harms, S. W., and Hastings, J. (2021). A Classification Scheme for Gamification in Computer Science Education: Discovery of Foundational Gamification Genres in Data Structures Courses. In IEEE Frontiers in Education Conference (FIE), pages 1–9.
Suresh, S., Nagaraj Rao, V., and Srinivasa, G. (2018). Gamification of a visual question answer system. In International Conference on Technology for Education, pages 41–44.
Wang, A. I. and Tahir, R. (2020). The effect of using kahoot! for learning, a literature review. Computers Education, 149:103818.
Yan, S., Zalika, and mei, S. Y. (2018). Implementing Quizizz as Game Based Learning in the Arabic Classroom. European Journal of Social Science Education and Research, 5(1):194—-198
Yohannis, A. and Prabowo, Y. (2015). Sort Attack: Visualization and Gamification of Sorting Algorithm Learning. In International Conference on Games and Virtual Worlds for Serious Applications, pages 1–8.
Zhang, Y., Dou, Y., Meng, X., Lai, Y., Lu, Y., and Wang, X. (2020). Gamification of LR Algorithm: Engaging Students by Playing in Compiler Principle Course. In International Conference on Computer Science Education, pages 396–400.
Publicado
06/12/2023
Como Citar
RODRIGUES, Elder de M.; BERNARDINO, Maicon; RODRIGUES, Ildevana; BANDEIRA, Cristian T. F..
AIQuiz: Uma Ferramenta de Apoio a Gamificação Aprimorada com Inteligência Artificial de ChatBot. In: ESCOLA REGIONAL DE ENGENHARIA DE SOFTWARE (ERES), 7. , 2023, Maringá/PR.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2023
.
p. 248-257.
DOI: https://doi.org/10.5753/eres.2023.237727.
