Learning with games during Covid-19: playful platforms to support teaching
Abstract
The pandemic led the world to try to compensate for the lack of inperson contact with digital technologies. Education was affected, especially for children. Platforms were used with varying degrees of interaction, with many incorporating playful elements to enhance engagement. However, in this usage, multimedia capabilities represent only one dimension. Factors such as empowerment, participation, and the potential for developing multiliteracy skills are important aspects of a technological medium that aims to complement or replace in-person schooling. Based on these concepts, we analyzed two of the main platforms in use, from the perspectives of device analysis, layers of participation, and multiliteracy pedagogy. The analysis confirmed some of the findings from bibliometrics and proposed a broader perspective, incorporating the phases of multiliteracy pedagogy.
Keywords:
digital games, education, participation, multiliteracies
References
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Deterding, S. et al. (2011) “Gamification: Toward a definition”. In: CHI 2011 gamification workshop proceedings, 2011, Vancouver BC, Canada.
Dias, C. M. (2013) “Convivencialidade, institucionalização e design: lugares e relações mediados por ambientes online no ensino e aprendizagem de projeto”. Orientador: Farbiarz, J. L., Farbiarz, A.. Rio de Janeiro: Departamento de Artes e Design, Pontifícia Universidade Católica do Rio de Janeiro. (Mestrado).
Egbert, J.; Borysenko, N. (2019) “Standards, engagement, and Minecraft: Optimizing experiences in language teacher education”. Teaching and Teacher Education, v. 85, p. 115-124.
Elbæk, L.; Majgaard, G. (2019) “The Proceedings of the 13th International Conference on Game Based Learning” ECGBL 2019.
Farbiarz, A.; Farbiarz, J. L.; Dias, C. M. (2014) “Design as an interpretative and creative action configuring virtual learning environments”. 6th Information Design International Conference, Blucher Design Proceedings, Vol. 1, p. 572-577. Disponível em: [link]. Acesso em: 12 jul. 2020.
Lemke, J. L. (2010) “Letramento metamidiático: transformando significados e mídias”. Trabalhos em Linguística Aplicada, v. 49, p. 455-479. Disponível em: [link].
McLuhan, M. (1974) “Os meios de comunicação como extensões do homem (understanding media)”. São Paulo: Editora Cultrix.
Näykki, P. et al. (2019) “Affective Learning in Digital Education” — Case Studies of Social Networking Systems, Games for Learning, and Digital Fabrication. v. 4, n. 128. Disponível em: [link].
Raessens, J. (2005) “Computer games as participatory media culture”. In: RAESSENS, J.; GOLDSTEIN, J. (Orgs.). Handbook of Computer Game Studies. Cambridge, MA: The Mit Press. p. 373-389.
Rojo, R. (2012) “Pedagogia dos multiletramentos: diversidade cultural e de linguagens na escola”. In: Rojo, R.; Moura, E. (Orgs.). Multiletramentos na escola. São Paulo: Parábola Editorial.
Sánchez-López, I.; Pérez Rodríguez, M. A.; Igado, M. (2019) “Com-educational Platforms: Creativity and Community for Learning”. Journal of New Approaches in Educational Research, v. 8.
Santos, E. (2010) “Educação online para além da EAD: um fenômeno da cibercultura”. Educação Online: cenário, formação e questões didático-metodológicas. Rio de Janeiro: Wak Editora.
Strate, L.; Braga, A.; Levinson, P. (2019) “Introdução à Ecologia das Mídias”. Rio de Janeiro: Editora PUC-Rio. The New London Group. (2000) “A pedagogy of Multiliteracies: designing social futures”. In: Cope, B.; Kalantzis, M. (Orgs.). Multiliteracies: literacy learning and the design of social futures. New York: Routledge.
Thomas, M. S. C.; Rogers, C. (2020) “Education, the science of learning, and the COVID-19 crisis”.PROSPECTS. DOI: 10.1007/s11125-020-09468-z.
Unesco. “Education: From disruption to recovery” (2020). Disponível em: [link]. Acesso em: 15 jul. 2020.
Van Eck, N. J.; Waltman, L. (2010) “Software survey: VOSviewer, a computer program for bibliometric mapping”. Scientometrics, v. 84, n. 2, p. 523-538. DOI: 10.1007/s11192-009-0146-3.
Vasconcellos, M. S.; Carvalho, F. G.; Araujo, I. S. (2017) “Understanding Games as Participation: an analytical model”. Cibertextualidades, n. 8, p. 107-118. Disponível em: [link].
Vasconcellos, M. S.; Carvalho, F. G.; Araujo, I. S.. (2019) “Games and Health Communication: Brazilian Players’ Point of View”. In: Pereira Neto, A.; Flynn, M. B. (Orgs.). The Internet and Health in Brazil: Challenges and Trends. New York: Springer International Publishing. p.395-413.
WHO (2020) “Director-General's opening remarks at the media briefing on COVID-19” - 11 March 2020. World Health Organization. Disponível em: [link]. Acesso em: 11 jul. 2020.
Published
2023-11-06
How to Cite
VASCONCELLOS, Marcelo Simão de; CARVALHO, Flávia Garcia de; DIAS, Cynthia Macedo; GOUVEIA, Fábio Castro; RODRIGUES, Cláudio.
Learning with games during Covid-19: playful platforms to support teaching. In: EDUCATION TRACK – FULL PAPERS - BRAZILIAN SYMPOSIUM ON COMPUTER GAMES AND DIGITAL ENTERTAINMENT (SBGAMES), 22. , 2023, Rio Grande/RS.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2023
.
p. 501-512.
DOI: https://doi.org/10.5753/sbgames_estendido.2023.233931.
