Tentando Recuperar a Interação Social Perdida Durante a Pandemia da COVID-19 por meio da Gamificação
Resumo
A pandemia da COVID-19 mudou a vida social das pessoas. A educação, em especial, não passou ilesa a esse processo, enfrentando uma situação que trouxe, entre outros aspectos, o choque de trocar a sala de aula por atividades do ensino remoto. Para tanto, a gamificação social é uma alternativa que pode impactar a experiência dos estudantes no ensino remoto. Diante disso, realizamos um estudo com 17 estudantes e uma professora para entender como a gamificação social influencia o processo de ensino e aprendizagem no ensino remoto. Os resultados demostram que a gamificação social pode impactar a experiência dos estudantes, mas chama atenção para a necessidade de abordar outros aspectos da personalização da gamificação.
Palavras-chave:
Ensino Remoto, Covid-19, Desempenho, Gamificação Social, Análise Qualitativa
Referências
Arruda, E. P. (2020). Educação remota emergencial: elementos para políticas públicas na educação brasileira em tempos de Covid-19. Em Rede-Revista de Educação a Distância, 7(1), 257-275.
Altmeyer, Maximilian et al. Potential and effects of personalizing gameful fitness applications using behavior change intentions and Hexad user types. User Modeling and User-Adapted Interaction, p. 1-38, 2021.
Alves, F. Gamification: como criar experiências de aprendizagem engajadoras. DVS editora, 2015.
B. Monterrat, B., Lavoué, E., & George, S. (2014, April). Motivation for learning: Adaptive gamification for web-based learning environments. In 6th International Conference on Computer Supported Education (CSEDU 2014) (pp. 117-125).
Bardin, L. (2008). Análise de conteúdo. Lisboa: Edições 70; 1977. Correspondência: Daiane Dal Pai Rua Santana.
Da Silva Barbosa, Marina; Júnior, Mário Abel Bressan. Engajamento EInteratividade No Ensino Remoto: A Sala De Aula Digital Em Tempos De Pandemia. Revista Linguagem, Ensino e Educação-Lendu, v. 5, n. 2, p. 36-57, 2021.
De-Marcos, Luis; Garcia-Cabot, Antonio; Garcia-Lopez, Eva. Towards the social gamification of e-learning: A practical experiment. International journal of engineering education, v. 33, n. 1, p. 66-73, 2017.
De Melo Marcelino, Bruna Lorena et al. Motivação escolar em tempos de pandemia:um relato de experiência. Cadernos de Estágio, v. 2, n. 2, p. 184-188, 2020.
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: defining" gamification". In Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments (pp. 9-15).
Diefenbach, Sarah; Mussig, Annemarie. Counterproductive effects of gamification: An analysis on the example of the gamified task manager Habitica. International Journal of Human-Computer Studies, v. 127, p. 190-210, 2019.
Dutra, J. L. C., Carvalho, N. C. C., & Saraiva, T. A. R. (2020). Os efeitos da pandemia de COVID-19 na saúde mental das crianças. Pedagogia em Ação, 13(1), 293-301.
H. Stuart, E. Lavoue, A. Serna, To tailor or not to tailor gamification? an analysis of the impact of tailored game elements on learners’ behaviours and motivation, in: 21th International Conference on Artificial Intelligence in Education.
Hodges, Charles et al. The difference between emergency remote teaching and online learning. Educause review, v. 27, p. 1-12, 2020.
M. Sailer, L. Homner, The gamification of learning: A meta-analysis, 2019.
Marczewski, Andrzej. User types. Even ninja monkeys like to play: Gamification, game thinking and motivational design, v. 1, p. 65-80, 2015.
Klock, Ana Carolina Tomé et al. Análise das técnicas de Gamificação em Ambientes Virtuais de Aprendizagem. RENOTE-Revista Novas Tecnologias na Educação, v. 12, n. 2, 2014.
Lavoué, E., Ju, Q., Hallifax, S., & Serna, A. (2021). Analyzing the relationships between learners' motivation and observable engaged behaviors in a gamified learning environment. International Journal of Human-Computer Studies.
Legaki, Nikoletta-Zampeta et al. The effect of challenge-based gamification on learning: An experiment in the context of statistics education. International journal of human-computer studies, v. 144, p. 102496, 2020.
Mader, Sebastian; BRY, François. Fun and engagement in lecture halls through social gamification. 2019.
Monterrat, Baptiste; Lavoué, Élise; George, Sébastien. Motivation for learning: Adaptive gamification for web-based learning environments. In: 6th International Conference on Computer Supported Education (CSEDU 2014). 2014. p. 117- 125.
Moreira, J. A., Henriques, S., & Barros, D. M. V. (2020). Transitando de um ensino remoto emergencial para uma educação digital em rede, em tempos de pandemia. Dialogia, 351-364.
Oliveira, Wilk et al. Does Tailoring Gamified Educational Systems Matter? The Impact on Students' Flow Experience. 2020.
Oliveira, W., & Bittencourt, I. I. (2019). Tailored gamification to educational technologies. Springer Singapore.
Oliveira, Wilk; Bittencourt, Ig Ibert; Dermeval, Diego; ISOTANI, Seiji. Gamificação e Informática na Educação. In: SAMPAIO, Fábio F.; PIMENTEL, Mariano; SANTOS, Edméa O. (Org.). Informática na Educação: games, inteligência artificial, realidade virtual/aumentada e computação ubíqua. Porto Alegre: Sociedade Brasileira de Computação, 2021. (Série Informática na Educação, v.7) Disponível em: https://ieducacao.ceie-br.org/gamificacao/.
Orji, R., Tondello, G. F., & Nacke, L. E. (2018, April). Personalizing persuasive strategies in gameful systems to gamification user types. In Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems (pp. 1-14).
Palomino, P., Toda, A., Rodrigues, L., Oliveira, W., & Isotani, S. (2020). From the Lack of Engagement to Motivation: Gamification Strategies to Enhance Users Learning Experiences. In 2020 19th Brazilian Symposium on Computer Games and Digital Entertainment (SBGames)-GranDGames BR Forum.
Rodrigues, L., Toda, A. M., Oliveira, W., Palomino, P. T., Avila-Santos, A. P., & Isotani, S. (2021). Gamification Works, but How and to Whom? An Experimental Study in the Context of Programming Lessons. In Proceedings of the 52nd ACM Technical Symposium on Computer Science Education (pp. 184-190).
S. Bai, K. F. Hew, B. Huang, Is gamification "bullshit"? evidence from a metaanalysis and synthesis of qualitative data in educational contexts, Educational Research Review (2020) 100322.
Sajjadi, Pejman; Van Broeckhoven, Frederik; De Troyer, Olga. Dynamically adaptive educational games: A new perspective. In: International Conference on Serious Games. Springer, Cham, 2014. p. 71-76.
Santos, A. C. G., Oliveira, W., Hamari, J., & Isotani, S. (2021). Do people’s user types change over time? An exploratory study. In: International GamiFIN Conference. p. 90-99.
Simões, Jorge; Redondo, Rebeca Díaz; Vilas, Ana Fernández. A social gamification framework for a K-6 learning platform. Computers in Human Behavior, v. 29, n. 2, p. 345-353, 2013.
Toda, Armando M. et al. A taxonomy of game elements for gamification in educational contexts: Proposal and evaluation. In: 2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2019. p. 84-88.
Toda, A. M., Valle, P. H., & Isotani, S. (2017). The dark side of gamification: An overview of negative effects of gamification in education. In Researcher links workshop: higher education for all (pp. 143-156). Springer, Cham.
Tondello, Gustavo F.; Nacke, Lennart E. Validation of User Preferences and Effects of Personalized Gamification on Task Performance. Frontiers in Computer Science, v. 2, p. 29, 2020.
Tondello, Gustavo F. et al. The gamification user types hexad scale. In: Proceedings of the 2016 annual symposium on computer-human interaction in play. 2016. p. 229-243.
Tondello, G. F., Mora, A., Marczewski, A., & Nacke, L. E. (2019). Empirical validation of the gamification user types hexad scale in English and Spanish. International Journal of Human-Computer Studies, 127, 95-111.
Zhang, Guoshuai et al. Sustainable society based on social gamification using Nova Empire ecology mining. Sustainable Cities and Society, v. 66, p. 102666, 2021.
Altmeyer, Maximilian et al. Potential and effects of personalizing gameful fitness applications using behavior change intentions and Hexad user types. User Modeling and User-Adapted Interaction, p. 1-38, 2021.
Alves, F. Gamification: como criar experiências de aprendizagem engajadoras. DVS editora, 2015.
B. Monterrat, B., Lavoué, E., & George, S. (2014, April). Motivation for learning: Adaptive gamification for web-based learning environments. In 6th International Conference on Computer Supported Education (CSEDU 2014) (pp. 117-125).
Bardin, L. (2008). Análise de conteúdo. Lisboa: Edições 70; 1977. Correspondência: Daiane Dal Pai Rua Santana.
Da Silva Barbosa, Marina; Júnior, Mário Abel Bressan. Engajamento EInteratividade No Ensino Remoto: A Sala De Aula Digital Em Tempos De Pandemia. Revista Linguagem, Ensino e Educação-Lendu, v. 5, n. 2, p. 36-57, 2021.
De-Marcos, Luis; Garcia-Cabot, Antonio; Garcia-Lopez, Eva. Towards the social gamification of e-learning: A practical experiment. International journal of engineering education, v. 33, n. 1, p. 66-73, 2017.
De Melo Marcelino, Bruna Lorena et al. Motivação escolar em tempos de pandemia:um relato de experiência. Cadernos de Estágio, v. 2, n. 2, p. 184-188, 2020.
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: defining" gamification". In Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments (pp. 9-15).
Diefenbach, Sarah; Mussig, Annemarie. Counterproductive effects of gamification: An analysis on the example of the gamified task manager Habitica. International Journal of Human-Computer Studies, v. 127, p. 190-210, 2019.
Dutra, J. L. C., Carvalho, N. C. C., & Saraiva, T. A. R. (2020). Os efeitos da pandemia de COVID-19 na saúde mental das crianças. Pedagogia em Ação, 13(1), 293-301.
H. Stuart, E. Lavoue, A. Serna, To tailor or not to tailor gamification? an analysis of the impact of tailored game elements on learners’ behaviours and motivation, in: 21th International Conference on Artificial Intelligence in Education.
Hodges, Charles et al. The difference between emergency remote teaching and online learning. Educause review, v. 27, p. 1-12, 2020.
M. Sailer, L. Homner, The gamification of learning: A meta-analysis, 2019.
Marczewski, Andrzej. User types. Even ninja monkeys like to play: Gamification, game thinking and motivational design, v. 1, p. 65-80, 2015.
Klock, Ana Carolina Tomé et al. Análise das técnicas de Gamificação em Ambientes Virtuais de Aprendizagem. RENOTE-Revista Novas Tecnologias na Educação, v. 12, n. 2, 2014.
Lavoué, E., Ju, Q., Hallifax, S., & Serna, A. (2021). Analyzing the relationships between learners' motivation and observable engaged behaviors in a gamified learning environment. International Journal of Human-Computer Studies.
Legaki, Nikoletta-Zampeta et al. The effect of challenge-based gamification on learning: An experiment in the context of statistics education. International journal of human-computer studies, v. 144, p. 102496, 2020.
Mader, Sebastian; BRY, François. Fun and engagement in lecture halls through social gamification. 2019.
Monterrat, Baptiste; Lavoué, Élise; George, Sébastien. Motivation for learning: Adaptive gamification for web-based learning environments. In: 6th International Conference on Computer Supported Education (CSEDU 2014). 2014. p. 117- 125.
Moreira, J. A., Henriques, S., & Barros, D. M. V. (2020). Transitando de um ensino remoto emergencial para uma educação digital em rede, em tempos de pandemia. Dialogia, 351-364.
Oliveira, Wilk et al. Does Tailoring Gamified Educational Systems Matter? The Impact on Students' Flow Experience. 2020.
Oliveira, W., & Bittencourt, I. I. (2019). Tailored gamification to educational technologies. Springer Singapore.
Oliveira, Wilk; Bittencourt, Ig Ibert; Dermeval, Diego; ISOTANI, Seiji. Gamificação e Informática na Educação. In: SAMPAIO, Fábio F.; PIMENTEL, Mariano; SANTOS, Edméa O. (Org.). Informática na Educação: games, inteligência artificial, realidade virtual/aumentada e computação ubíqua. Porto Alegre: Sociedade Brasileira de Computação, 2021. (Série Informática na Educação, v.7) Disponível em: https://ieducacao.ceie-br.org/gamificacao/.
Orji, R., Tondello, G. F., & Nacke, L. E. (2018, April). Personalizing persuasive strategies in gameful systems to gamification user types. In Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems (pp. 1-14).
Palomino, P., Toda, A., Rodrigues, L., Oliveira, W., & Isotani, S. (2020). From the Lack of Engagement to Motivation: Gamification Strategies to Enhance Users Learning Experiences. In 2020 19th Brazilian Symposium on Computer Games and Digital Entertainment (SBGames)-GranDGames BR Forum.
Rodrigues, L., Toda, A. M., Oliveira, W., Palomino, P. T., Avila-Santos, A. P., & Isotani, S. (2021). Gamification Works, but How and to Whom? An Experimental Study in the Context of Programming Lessons. In Proceedings of the 52nd ACM Technical Symposium on Computer Science Education (pp. 184-190).
S. Bai, K. F. Hew, B. Huang, Is gamification "bullshit"? evidence from a metaanalysis and synthesis of qualitative data in educational contexts, Educational Research Review (2020) 100322.
Sajjadi, Pejman; Van Broeckhoven, Frederik; De Troyer, Olga. Dynamically adaptive educational games: A new perspective. In: International Conference on Serious Games. Springer, Cham, 2014. p. 71-76.
Santos, A. C. G., Oliveira, W., Hamari, J., & Isotani, S. (2021). Do people’s user types change over time? An exploratory study. In: International GamiFIN Conference. p. 90-99.
Simões, Jorge; Redondo, Rebeca Díaz; Vilas, Ana Fernández. A social gamification framework for a K-6 learning platform. Computers in Human Behavior, v. 29, n. 2, p. 345-353, 2013.
Toda, Armando M. et al. A taxonomy of game elements for gamification in educational contexts: Proposal and evaluation. In: 2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2019. p. 84-88.
Toda, A. M., Valle, P. H., & Isotani, S. (2017). The dark side of gamification: An overview of negative effects of gamification in education. In Researcher links workshop: higher education for all (pp. 143-156). Springer, Cham.
Tondello, Gustavo F.; Nacke, Lennart E. Validation of User Preferences and Effects of Personalized Gamification on Task Performance. Frontiers in Computer Science, v. 2, p. 29, 2020.
Tondello, Gustavo F. et al. The gamification user types hexad scale. In: Proceedings of the 2016 annual symposium on computer-human interaction in play. 2016. p. 229-243.
Tondello, G. F., Mora, A., Marczewski, A., & Nacke, L. E. (2019). Empirical validation of the gamification user types hexad scale in English and Spanish. International Journal of Human-Computer Studies, 127, 95-111.
Zhang, Guoshuai et al. Sustainable society based on social gamification using Nova Empire ecology mining. Sustainable Cities and Society, v. 66, p. 102666, 2021.
Publicado
22/11/2021
Como Citar
NASCIMENTO, Isabelle Melo do; AMARAL NETO, José Rocha do; SILVA JUNIOR, Luiz Oliveira da; COSTA, Thaíse Kelly de Lima; OLIVEIRA, Wilk.
Tentando Recuperar a Interação Social Perdida Durante a Pandemia da COVID-19 por meio da Gamificação. In: WORKSHOP DE INFORMÁTICA NA ESCOLA (WIE), 27. , 2021, On-line.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2021
.
p. 212-223.
DOI: https://doi.org/10.5753/wie.2021.217367.
