Uso de Metaverso em Avaliações Formativas Híbridas

• Tadeu Moreira de Classe UNIRIO
• Ronney Moreira de Castro UFJF
• Eduardo Gomes de Oliveira UNIRIO / Colégio Pedro II
• Edmar Welington Oliveira UFJF

DOI: https://doi.org/10.5753/wei.2023.229596

Abstract

COVID-19 motivated and accelerated innovations in the educational field, allowing to think about the benefits of remote and blended education. Lessons learned from that time influenced how teachers assess students in remote or blended contexts because of challenges when they play summative assessments. In this context, this article presents the use of metaverse and active learning to support blended formative assessments. It was used a survey as methodology and analyzed the answers by qualitative approaches. As a result, it was observed that students perceived blended formative assessment using metaverse as a good practice, and they considered an improvement in learning by using this approach.

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