Avaliação Gamificada no Ensino Médio: Uma Abordagem com GAMED
Resumo
Abordagens como a gamificação surgem com a proposta de melhorar a motivação dos alunos, trazendo elementos de jogos para a escola. No entanto, empregar gamificação na sala de aula não é uma tarefa trivial, pois, se não for gerenciado adequadamente, os alunos podem perder o foco. Neste artigo apresentamos um relato de experiência usando [Omitido], uma metodologia de avaliação que introduz etapas sistemáticas para melhorar o engajamento dos alunos por meio da gamificação. Em uma classe com alunos do ensino médio os resultados mostraram que essa estratégia pode melhorar aspectos como motivação, engajamento e trabalho em equipe.
Referências
Bennett, R. E. (2011). Formative assessment: A critical review. Assessment in Education: Principles, Policy & Practice, 18(1):5–25.
Caponetto, I., Earp, J., and Ott, M. (2014). Gamification and education: A literature review. In European Conference on Games Based Learning, volume 1, page 50. Academic Conferences International Limited.
Class Dojo (2019). About us. https://www.classdojo.com/about/. Accessed: 2019-01-15.
Fredricks, J. A., Blumenfeld, P. C., and Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of educational research, 74(1):59–109.
Gikandi, J. W., Morrow, D., and Davis, N. E. (2011). Online formative assessment in higher education: A review of the literature. Computers & education, 57(4):2333– 2351.
Machado, A. L. and Muller, M. (2018). “If it’s already tough, imagine for me. . . ” A Qualitative Perspective on Youth Out of School and Out of Work in Brazil. The World Bank.
PNAD (2018). Pesquisa nacional por amostra de domicílios contínua: Educação 2017. https://bit.ly/2INZn7Y. Accessed: 2019-01-15.
Ryan, R. M. and Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1):68.
Souza, P., Mombach, J., Rossi, F., and Ferreto, T. (2019). Gamed: Gamification-based assessment methodology for final project development. In 2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT), volume 2161, pages 359–361. IEEE.
Werbach, K. and Hunter, D. (2012). For the win: How game thinking can revolutionize your business. Wharton Digital Press.
Caponetto, I., Earp, J., and Ott, M. (2014). Gamification and education: A literature review. In European Conference on Games Based Learning, volume 1, page 50. Academic Conferences International Limited.
Class Dojo (2019). About us. https://www.classdojo.com/about/. Accessed: 2019-01-15.
Fredricks, J. A., Blumenfeld, P. C., and Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of educational research, 74(1):59–109.
Gikandi, J. W., Morrow, D., and Davis, N. E. (2011). Online formative assessment in higher education: A review of the literature. Computers & education, 57(4):2333– 2351.
Machado, A. L. and Muller, M. (2018). “If it’s already tough, imagine for me. . . ” A Qualitative Perspective on Youth Out of School and Out of Work in Brazil. The World Bank.
PNAD (2018). Pesquisa nacional por amostra de domicílios contínua: Educação 2017. https://bit.ly/2INZn7Y. Accessed: 2019-01-15.
Ryan, R. M. and Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1):68.
Souza, P., Mombach, J., Rossi, F., and Ferreto, T. (2019). Gamed: Gamification-based assessment methodology for final project development. In 2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT), volume 2161, pages 359–361. IEEE.
Werbach, K. and Hunter, D. (2012). For the win: How game thinking can revolutionize your business. Wharton Digital Press.
Publicado
11/11/2019
Como Citar
MOMBACH, Jaline; SOUZA, Paulo Silas; ROSSI, Fábio.
Avaliação Gamificada no Ensino Médio: Uma Abordagem com GAMED. In: WORKSHOP DE INFORMÁTICA NA ESCOLA (WIE), 25. , 2019, Brasília.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2019
.
p. 822-830.
DOI: https://doi.org/10.5753/cbie.wie.2019.822.
