Level-Up: um processo gamificado para a sala de aula
Resumo
A desmotivação estudantil é um problema oriundo da inadequação do modelo tradicional de ensino-aprendizagem frente à nova geração de estudantes. A Gamificação é uma técnica que pode ajudar com esse problema. Porém é necessário formalizar o processo de concepção de soluções gamificadas para garantir melhores resultados. Este trabalho apresenta um processo de concepção de soluções baseado no \textit{Design Thinking} e no \textit{framework} Octalysis. Um estudo de caso foi realizado a partir do processo e executado em um cenário real, para validar o processo proposto.
Palavras-chave:
Gamificação, Design Thinking, Motivação Estudantil
Referências
Attali, Y. e Arieli-Attali, M. (2015). Gamification in assessment: Do points affect test performance? Computers & Education, 83:57–63.
Bai, S., Hew, K. F., e Huang, B. (2020). Does gamification improve student learning out come? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts. Educational Research Review, 30:100322.
Bartle, R. (1996). Hearts, clubs, diamonds, spades: Players who suit muds. Journal of MUDresearch, 1(1):19.
Berkling, K. e Thomas, C. (2013). Gamification of a software engineering course and a detailed analysis of the factors that lead to it’s failure. Em Interactive Collaborative Learning (ICL), 2013 International Conference on, páginas 525–530. IEEE.
Brown, T. et al. (2010). Design thinking: uma metodologia poderosa para decretar o fim das velhas ideias. Rio de Janeiro: Elsiever
Chou, Y.-k. (2015). Actionable gamification: Beyond points, badges, and leaderboards. Octalysis Media Fremont, CA, USA
Coutinho, C. P. e Lisbôa, E. S. (2011). Sociedade da informação, do conhecimento e da aprendizagem: desafios para educação no século xxi. Revista de Educação, 18(1):5 22.
da Silva Lima, E. B., Madeira, C. A. G., e Barbosa, J. F. R. (2019). Quest design canvas. Em Proceedings of SBGames 2019, páginas 260–269. SBC.
de Santana, S. J., Souza, H. A., Florentin, V. A., Paiva, R., Bittencourt, I. I., e Isotani, S. (2016). A quantitative analysis of the most relevant gamification elements in an online learning environment. Em Proceedings of the 25th International Conference Companion on World Wide Web, páginas 911–916. International World Wide Web Conferences Steering Committee.
Denny, P. (2013). The effect of virtual achievements on student engagement. Em Proceedings of the SIGCHI conference on human factors in computing systems, páginas 763–772. ACM.
Deterding, S., Dixon, D., Khaled, R., e Nacke, L. (2011). From game design elements to gamefulness: defining gamification. Em Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments, páginas 9–15. ACM.
Domínguez, A., Saenz-De-Navarrete, J., De-Marcos, L., Fernández-Sanz, L., Pagé S, C., e Martínez-HerráIz, J.-J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63:380–392.
Hanus, M. D. e Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80:152–161.
Kim, E., Rothrock, L., e Freivalds, A. (2016). The effects of gamification on engineering lab activities. Em Frontiers in Education Conference (FIE), 2016 IEEE, páginas 1–6. IEEE
Krause, M., Mogalle, M., Pohl, H., e Williams, J. J. (2015). A playful game changer: Fos tering student retention in online education with social gamification. Em Proceedings of the Second (2015) ACM Conference on Learning@ Scale, páginas 95–102. ACM.
Lampropoulos, G. e Kinshuk (2024). Virtual reality and gamification in education: a systematic review. Educational technology research and development, páginas 1–95.
Mertala, P., López-Pernas, S., Vartiainen, H., Saqr, M., e Tedre, M. (2024). Digital natives in the scientific literature: A topic modeling approach. Computers in Human Behavior, 152:108076.
Murillo-Zamorano, L. R., López Sánchez, J. Á., Godoy-Caballero, A. L., e Bueno Muñoz, C. (2021). Gamification and active learning in higher education: is it possible to match digital society, academia and students’ interests? International Journal of Educational Technology in Higher Education, 18:1–27.
Nakamura, J. e Csikszentmihalyi, M. (2009). Flow theory and research. Handbook of positive psychology, páginas 195–206.
Papastergiou, M. (2009). Digital game-based learning in high school computer science education: Impact on educational effectiveness and student motivation. Computers & Education, 52(1):1–12.
Siemens, G. e Long, P. (2011). Penetrating the fog: Analytics in learning and education. EDUCAUSE review, 46(5):30.
Swacha, J. (2021). State of research on gamification in education: A bibliometric survey. Education Sciences, 11(2):69.
Toda, A. M., da Silva, A. P., e Isotani, S. (2017). Desafios para o planejamento e implantação da gamificação no contexto educacional. Revista Novas Tecnologias na Educação, 15(2).
Toledo Palomino, P., Toda, A. M., Oliveira, W., Cristea, A. I., e Isotani, S. (2019). Narrative for gamification in education: Why should you care? Em 2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT), volume 2161-377X, páginas 97–99.
Yildirim, I. (2017). The effects of gamification-based teaching practices on student achievement and students’ attitudes toward lessons. The Internet and Higher Education, 33:86–92.
Bai, S., Hew, K. F., e Huang, B. (2020). Does gamification improve student learning out come? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts. Educational Research Review, 30:100322.
Bartle, R. (1996). Hearts, clubs, diamonds, spades: Players who suit muds. Journal of MUDresearch, 1(1):19.
Berkling, K. e Thomas, C. (2013). Gamification of a software engineering course and a detailed analysis of the factors that lead to it’s failure. Em Interactive Collaborative Learning (ICL), 2013 International Conference on, páginas 525–530. IEEE.
Brown, T. et al. (2010). Design thinking: uma metodologia poderosa para decretar o fim das velhas ideias. Rio de Janeiro: Elsiever
Chou, Y.-k. (2015). Actionable gamification: Beyond points, badges, and leaderboards. Octalysis Media Fremont, CA, USA
Coutinho, C. P. e Lisbôa, E. S. (2011). Sociedade da informação, do conhecimento e da aprendizagem: desafios para educação no século xxi. Revista de Educação, 18(1):5 22.
da Silva Lima, E. B., Madeira, C. A. G., e Barbosa, J. F. R. (2019). Quest design canvas. Em Proceedings of SBGames 2019, páginas 260–269. SBC.
de Santana, S. J., Souza, H. A., Florentin, V. A., Paiva, R., Bittencourt, I. I., e Isotani, S. (2016). A quantitative analysis of the most relevant gamification elements in an online learning environment. Em Proceedings of the 25th International Conference Companion on World Wide Web, páginas 911–916. International World Wide Web Conferences Steering Committee.
Denny, P. (2013). The effect of virtual achievements on student engagement. Em Proceedings of the SIGCHI conference on human factors in computing systems, páginas 763–772. ACM.
Deterding, S., Dixon, D., Khaled, R., e Nacke, L. (2011). From game design elements to gamefulness: defining gamification. Em Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments, páginas 9–15. ACM.
Domínguez, A., Saenz-De-Navarrete, J., De-Marcos, L., Fernández-Sanz, L., Pagé S, C., e Martínez-HerráIz, J.-J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63:380–392.
Hanus, M. D. e Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80:152–161.
Kim, E., Rothrock, L., e Freivalds, A. (2016). The effects of gamification on engineering lab activities. Em Frontiers in Education Conference (FIE), 2016 IEEE, páginas 1–6. IEEE
Krause, M., Mogalle, M., Pohl, H., e Williams, J. J. (2015). A playful game changer: Fos tering student retention in online education with social gamification. Em Proceedings of the Second (2015) ACM Conference on Learning@ Scale, páginas 95–102. ACM.
Lampropoulos, G. e Kinshuk (2024). Virtual reality and gamification in education: a systematic review. Educational technology research and development, páginas 1–95.
Mertala, P., López-Pernas, S., Vartiainen, H., Saqr, M., e Tedre, M. (2024). Digital natives in the scientific literature: A topic modeling approach. Computers in Human Behavior, 152:108076.
Murillo-Zamorano, L. R., López Sánchez, J. Á., Godoy-Caballero, A. L., e Bueno Muñoz, C. (2021). Gamification and active learning in higher education: is it possible to match digital society, academia and students’ interests? International Journal of Educational Technology in Higher Education, 18:1–27.
Nakamura, J. e Csikszentmihalyi, M. (2009). Flow theory and research. Handbook of positive psychology, páginas 195–206.
Papastergiou, M. (2009). Digital game-based learning in high school computer science education: Impact on educational effectiveness and student motivation. Computers & Education, 52(1):1–12.
Siemens, G. e Long, P. (2011). Penetrating the fog: Analytics in learning and education. EDUCAUSE review, 46(5):30.
Swacha, J. (2021). State of research on gamification in education: A bibliometric survey. Education Sciences, 11(2):69.
Toda, A. M., da Silva, A. P., e Isotani, S. (2017). Desafios para o planejamento e implantação da gamificação no contexto educacional. Revista Novas Tecnologias na Educação, 15(2).
Toledo Palomino, P., Toda, A. M., Oliveira, W., Cristea, A. I., e Isotani, S. (2019). Narrative for gamification in education: Why should you care? Em 2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT), volume 2161-377X, páginas 97–99.
Yildirim, I. (2017). The effects of gamification-based teaching practices on student achievement and students’ attitudes toward lessons. The Internet and Higher Education, 33:86–92.
Publicado
04/11/2024
Como Citar
BRITO, André Luiz de Souza; MADEIRA, Charles Andrye Galvão.
Level-Up: um processo gamificado para a sala de aula. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 35. , 2024, Rio de Janeiro/RJ.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2024
.
p. 694-707.
DOI: https://doi.org/10.5753/sbie.2024.242281.
