Navegando por Assunto "Gamificação"

Agora exibindo 1 - 19 de 19

Desenvolvimento de um ambiente para auxiliar a prática de lógica de programação: uma abordagem de gamificação
(2021-03-03) Nogueira, José Elvis da Silva Souza; D'Emery, Richarlyson Alves; http://lattes.cnpq.br/3553920177544450; http://lattes.cnpq.br/7744856274390660
Introduction: learning to program is difficult, a fact verified by the high failure rates in courses in the area of Computing, one of the causes being the difficulty of assimilating logical-mathematical concepts. Educational soft- ware is an alternative to mitigate this problem. Objective: to present the deve- lopment of a game that helps in the practice of Logical Expressions. Method: the coding will be in Java. The organization is given in MVC. XML is used for data storage. The game was assessed using the MEEGA methods; SUS and hy- pothesis testing. Results: it was verified through the SUS evaluation, reconciled the analysis of the applied questionnaire that the game has characteristics that help in learning, in addition to the quality of the same.
Ensino remoto em tempos de Covid-19: uso de técnicas de gamificação em ambientes virtuais de aprendizagem
(2021-12-10) Conceição, André da; Araújo, Carlos Julian Menezes; http://lattes.cnpq.br/3156174527107999; http://lattes.cnpq.br/1983070386656147
It is a fact that covid19 caused several disorders in several areas and education was one of the most affected, as where before its activities were in person, it passed to be remote, thus becoming a problem for both teachers and students, because they had to adapt to a new routine without even having had a transitional time for that. Another aggravating factor is the discouragement, lack of motivation and the lack of engagement that the remote learning may entail for some, since distance learning does not have the physical presence of a tutor or something that encourages and motivates the performance of activities education, however, a solution that has gained expression in the educational environment. is gamification, which consists of assigning game elements to virtual environments in order to encourage interaction and engagement of students. This work aims to study gamification as a way to help distance learning, thus providing students with more motivation and engagement. in the curriculum activities. The work was developed in two parts: in the first form elements of gamification in Environment were studied through scientific articles. Learning Virtual (AVA) and also studied the difficulties that the teachers find in motivating and engaging students in distance learning activities. In the second part, an AVA Moodle was implemented, where a minicourse so that students could test the elements of gamification (Level UP, Progress Bar, H5P). In total there were 10 participants in different areas of the SA ber, in which they underwent a short course, where as they performed the activities tested the gamified elements. The last module of the short course was a questionnaire in order to know how was the experience with the gamified elements, preferences and other questions, below are some of the results obtained. There were several elements in the environment, in which we asked which were the most attractive and 90% of the participants chose the gamified elements over the nongamified. They were asked if they were satisfied with the gamified elements and 90% of the participants answered yes, they were also asked which of the elements gamified all used, the participant identified most and the Leve UP was chosen by 8 out of 10 participants. Another question was whether the gamification elements were effective, that is, they helped to continue the activities, in which 60% of people respond were fully effective and 30% responded that it was very effective. Finally the work allowed a theoretical and practical deepening on the concept of gamification, the use of gamification elements and a reflection on the difficulty of motivation and engagement by students in distance learning.
Um estudo comparativo entre metodologias ativas para desenvolvimento de habilidades de pensamento computacional no ensino de robótica
(2022-02-16) Lima, Huan Christopher José de; Rodrigues, Rodrigo Lins; http://lattes.cnpq.br/5512849006877767; http://lattes.cnpq.br/2033883465489052
With the inclusion of teaching of computing in basic education, through a Resolution that instituted and guided the implementation of the Common National Curricular Base (know as BNCC in Brazil) application of computational thinking and robotics for basic education will be more and more presents as compatible didactic resources with increasing skills and society's abilities to awaken the student as an agent capable of analyzing and investigating the adversities of the present day, which is immersed in technological solutions.In this sense, we seek in this study to analyze the progress of two classroom groups during the learning of computational thinking, using a robotics kit as an educational tool, taught through two active teaching methodologies: gamification, in the morning class, and learning based in problematics, in the afternoon class. In order to understand the students' evolution level and thus be able to compare the two methodologies, a pre-test was applied in the first class and a post-test in the last class in both classrooms. Both the pre-test and the post-test contain the same twenty questions and to solve them, the students used the concepts of the four pillars of computational thinking. From the data collected, we can understand that the level of students' knowledge absorption in activities that require decomposition, pattern recognition, abstraction and algorithms can vary from pillar to pillar, not only according to the active methodology used in the course, as also with adverse factors such as the age of the students, since students under twelve have abstract thinking still in the development.
Experimentação e gamificação : uma estratégia lúdica para o ensino de Física na Educação de Jovens e Adultos (EJA) ensino médio em uma Escola Estadual no município de Garanhuns-PE
(2023-11-30) Santos, Jean Carlos Silva dos; Silva, Wellington Moreira da; http://lattes.cnpq.br/7676688107190556; http://lattes.cnpq.br/1174488483383451
Gamificação aplicada na gestão de incertezas em projetos de software
(2018) Duarte, Thiago Augusto Costa; Marinho, Marcelo Luiz Monteiro; http://lattes.cnpq.br/3362360567612060; http://lattes.cnpq.br/5077077457690723
The software market undergoes constant changes and new technologies are developed frequently, which stimulates competition between software companies. This environment brings a remarkable number of failures and uncertainties that can lead to failure. Based on the above considerations, it is important to highlight the relevance of a management that considers the importance of uncertainty management, which can directly affect the success of the project. The objective of this work is to propose a management approach to gamification uncertainties, in order to motivate the use of uncertainty management on an ongoing basis and thus increase the competitive advantages of organizations. Gamification is the application of game elements to processes in the real world, trying to achieve specific business goals by modifying people's behavior. Therefore, through the literature review, we sought to identify practices, techniques and strategies to support the management of uncertainties. Next, a gamification framework was elaborated, mapping the practices, techniques and uncertainty management strategies that can be explored in each orientation of the framework.Finally, the gamification uncertainty management approach was proposed. In this way, it is hoped to encourage the continuous use of the management of uncertainties in the organizations with the use of gamification
Gamificação como estratégia metodológica ativa para o ensino de literatura : leituras literárias gamificadas de poemas
(2023-11-23) Santos, Érika Vanessa Fonsêca dos; Silva, Ivanda Maria Martins; http://lattes.cnpq.br/8436216704557833
A gamificação da História: um produto didático sobre a Confederação do Equador (1824)
(2023-04-27) Rodrigues, Gabriel Roberto Medeiros; Barbosa, Lúcia Falcão; http://lattes.cnpq.br/5667594441132627; http://lattes.cnpq.br/9924960953366735
This didactic product proposes a game for students in the 8th year of elementary school II to venture into 19th century Brazil. The game will take place in the province of Pernambuco, in 1824, and the students will be protagonists of History, making decisions that will define their future within the separatist and republican movement that started in Pernambuco and gained support from the provinces of Paraíba, Rio Grande do North and Ceará. The game is based on a dispute, mediated by the teacher, who will guide the entire narrative present in this material. In this way, the purpose of the game is to bring information and questions that will contribute to the elaboration of historical knowledge. Students will be able to experience, through their characters, how different social groups participated in this separatist movement. The game will bring cards that will show characters present in the movement, making the student know some agendas and fights in defense of citizenship in the History of our country. In addition, the game will mobilize concepts, with the aim of presenting to the student some transformations that have taken place in Pernambuco, as captaincy, province and state.
Gamificação em sala de aula : relato de experiência sobre as potencialidades para o desenvolvimento da leitura no ensino médio
(2023-09-28) Paixão, Marlí Rodrigues; Pedrosa, Paloma Pereira Borba; http://lattes.cnpq.br/1116526654784440; http://lattes.cnpq.br/5908539724470878
A gasificação como tecnologia disruptiva em sala de aula em vista a compreensão do diagrama de Hertzsprung Russell
(2022-06-20) Sá, Maximiliano Freitas de; Miranda, Antonio Carlos da Silva; http://lattes.cnpq.br/3236324734090101; http://lattes.cnpq.br/8850023711264946
Gamification is being used every day for educational and commercial purposes, as it allows the use of advanced computational resources to perceive a new reality, thus promoting the engagement of participants, allowing innovations in the classroom. In essence, it involves the development of models and simulations to understand in a practical and participatory way the exposed content, through the elements and objects developed in games, with the aim of better learning. Disruptive technology follows from a new technological perspective, in view of a new approach that has significantly revolutionized, whether in the market, product or service. The present work aims to develop a research from authors who validate the use of gamification and analyze the applicability of its use, through a game through the Educaplay platform, with items designed to understand the diagram by Hertzsprung Russell. Using qualitative and bibliographic research, in view of the proposed educational product, the product harmonizes with theories that take into account gamification, so through this, the product can be a way to circumvent the lack of teaching materials through the use of of the computer in the teaching of Astronomy? From this, the principle of using gamification to understand the Hertzsprung Russell diagram is presented. It provides here to corroborate proposals for virtual experiments through an environment with interactivity. Through bibliographic research, it is evidenced that, with the inclusion of a gamification platform, it promotes elaborate, engaged and constructive methodological constructions, with this the game proposes to promote and attribute to an educational practice.
O incentivo à leitura literária através da utilização da gamificação
(2023-12-18) Vieira, Jéssica Steffani de Santana; Pascoal, Vinicius Gomes; http://lattes.cnpq.br/4337188466286981; http://lattes.cnpq.br/2627045707742889
Inteligência artificial no ensino fundamental com robótica lego, aprendizagem baseada em projetos e gamiﬁcação
(2024) Souza, Diogo Albuquerque Dias de; Rodrigues, Rodrigo Lins; http://lattes.cnpq.br/5512849006877767; http://lattes.cnpq.br/3374743431217595
Jogo educacional para o ensino de astronomia no ensino médio: colonizando marte
(2022-06-08) Alencar, John Miranda; Cavalcante, Vinícius Albuquerque; Miranda, Antonio Carlos da Silva; http://lattes.cnpq.br/3236324734090101; http://lattes.cnpq.br/6354901727868389; http://lattes.cnpq.br/9143007203563032
In this research we approach the teaching of Astronomy with a focus on the Solar System and the colonization of the planet Mars. The research aims to analyse the application of an educational game with high school students from EREM Sizenando Silveira, two classes of the 1st year and two classes of the 2nd year were chosen for the application of the educational product. The theoretical framework was based on David Ausubel's meaningful learning and Lev Vygotsky's theories of teaching through games. For this, we divided the present work into 5 moments, in the first moment we applied a probing test, in the second moment we taught lectures using interactive teaching resources, in the third moment the students watched a documentary about space travel, in the fourth moment we applied the educational game that we developed and in the fifth and last moment we reapplied the diagnostic test with the purpose of discussing the results of deaths through the educational product. The educational product consists of a physical board game, adapted from the Monopoly game where throughout their journey students must rely on strategies and their knowledge of astronomy. From this work it was possible to verify that classes with the use of interactive software allow the student to better interact with the content and develop a critical sense about the difficulties of a space colonization, in addition the use of didactic games is a method capable of encouraging students through topics related to the teaching of astronomy and other related areas.
Jogos digitais como ferramenta de desenvolvimento de habilidades em crianças com Trantornos do Espectro Autista
(2022-02-18) Silva, Elton Martins; Diniz, Juliana Regueira Basto; http://lattes.cnpq.br/0175193064988810; http://lattes.cnpq.br/9388489442092206
The digital games market has grown a lot in the last years, with the production of games that have entertainment and fun as their main objective. Besides the common use, digital games have been gaining another visibility with educational purposes, benefiting society. This paper aims to explain how digital games can help in the construction of educational methodologies that will help in the cognitive development of children with autism spectrum disorder, showing the main available games developed and studied nowadays, their main technologies of use, and proposed benefits. These games can be used to improve educational methodologies that promote the inclusion of children with ASD in the school environment, through the development of motor, social, and cognitive skills. The ability to integrate this group into society has been increasing progressively these days, with the awareness of the population and also with the help of the development of new technologies. There is a certain advance when it comes to the development of teaching-learning techniques and methods for children with ASD. In this sense, technology is a powerful tool to improve teaching methodologies, since the challenges and barriers are still present in many moments. It is emphasized that it is essential to encourage new studies in the academic field, in conjunction with several areas to promote knowledge and proper direction of technological research, after all, technology is extremely comprehensive, and its resources should be used for the benefit of everyone in society.
Mandacaru radioativa: uma proposta de gamificação no Google Forms para o ensino de Química
(2022-10-10) Silva, Alane Conceição Leite e; Leite, Bruno Silva; http://lattes.cnpq.br/4932752031807872; http://lattes.cnpq.br/2965802485781762
The teaching of Chemistry is sometimes seen as very complex by students. Regarding the teaching of Radioactivity, there is an even greater deficit, since it is a content that is usually present at the end of the books, causing the unavailability to use the theme in the classroom. In this sense, using different methodologies so that the teaching and learning process is more effective can be an alternative. One of the alternatives can be gamification. Gamification fits as an active methodology and is used in the educational environment to promote greater motivation, participation and engagement in students. From this, the objective of this work was to build a gamified activity for the content of Radioactivity contextualized for High School. For this, qualitative research was carried out in four stages. In the first stage, a bibliographic review was carried out covering the main aspects about the work on gamification in the teaching of Chemistry. The second stage consisted in the construction of the Gamified Activity (GA) based on the literature review. In the third stage, the application of AG was carried out in high school classes. And, in the fourth stage, the analysis of students' perceptions about AG was carried out. Data collection was carried out through questionnaires, interviews and simple observations, and data analysis was performed based on Active Technological Learning (ATA), Revised Bloom's Taxonomy, and gamification assumptions. The results show that only eight articles discussed gamification in Chemistry teaching and that only one article involved the content of radioactivity and gamification. In addition, in the analysis of the articles, the main elements of the games used that contributed to the construction of the gamified proposal entitled “Mandacaru Radioativa” were observed. Regarding the results obtained through the application of the activity, it was identified that gamification can directly influence the effective learning of students, since it promoted greater participation, engagement and autonomy of the participants, being one of the main characteristics to be obtained through the ATA linked to gamification. With this, it is believed that this type of activity can be used not only in physical classrooms, but anywhere and at any time, requiring only internet access, which suggests its potential to contribute to an active teaching of students, expanding their perceptions about the teaching of Chemistry.
Tornando a aula de português divertida : um relato de experiência sobre gamificação e aprimoramento da comunicação oral no ensino fundamental
(2023-11-27) Rodrigues, Sirleide da Silva; Larré, Julia Maria Raposo Gonçalves de Melo; http://lattes.cnpq.br/5560834728346049; http://lattes.cnpq.br/6457160466261998
O uso do jogo do tipo escape como ferramenta didática e suas contribuições na construção e avaliação do conhecimento químico no ensino médio
(2023-09-22) Chagas, Emmanuel Gutemberg de Araújo; Leite, Bruno Silva; http://lattes.cnpq.br/4932752031807872; http://lattes.cnpq.br/3302014371624686
Gamification emerges as a proposal to incorporate game elements in contexts outside of games. Thus, this study aims to analyze, based on the students' experience, the potentialities of the Digital Escape Room (DER) in chemistry teaching as an assessment tool and its contributions to the teaching and learning process and the construction of chemical knowledge for first-year high school students, at a private school in the Metropolitan Region of Recife (RMR), through a review of the contents of states of matter, atomic models, chemical elements and their properties, quantum numbers, molecular geometry, inorganic functions, and equation balancing. In this way, we seek to answer the following question: How can gamification through the application of DER-type games contribute to the teaching-learning process and the construction of chemical knowledge for first-year high school students? This objective is based on the understanding that the use of tools, such as games, has the function of attracting and engaging students and filling the gaps resulting from a rigid education that we are currently experiencing. The research is framed in the methodological field as qualitative, with a descriptive nature, based on data analysis. The study developed is based on some relevant concepts of the theoretical context, namely: playfulness, digital technologies, digital games, assessment, and High School. The experience of the class was collected, observed, and analyzed through a questionnaire prepared via Google Forms. This study involved 16 students from the school, of which 87% responded to the form. Through data analysis, it was possible to favorably determine the potential and contributions of DER as a didactic and assessment tool. The study data point to the need for preparation to ensure better immersion, as perceived in the students' statements.
Utilizando o Kahoot como ferramenta pedagógica na construção do conhecimento em Cosmologia
(2022-06-14) Castro, João Neves Passos de; Cunha, Rodrigo Carneiro; Santos, Larissa Carlos de Oliveira; http://lattes.cnpq.br/9071559983694986; http://lattes.cnpq.br/1697969615559433
The work developed had as main objective to use a gamified activity produced in Kahoot to promote learning in Astronomy/Cosmology. The developed sequence proved to be an excellent tool for learning and reinforcing the physics content covered in this work. The research developed is qualitative in nature and sought to investigate, in an inverted classroom, the efficiency of a game as a potentially significant learning material for the study of cosmology through the Kahoot application.The work involved a class from the first year of high school, which has 44 students in a private school, located in the city of Recife-PE. During the performance of the playful activity, the increase in the interaction between student and teacher was very evident, which makes learning the content more viable, as well as the increase in motivation on the part of students in the content taught in the classroom, in addition to allowing the teacher a feedback from the class classes and a group of students about the taught content.
"As vozes dos facões e os gritos das enxadas": a gamificação da história da Liga Camponesa da Galiléia em formato de RPG
(2023-04-27) Paula, Kayo Victor de; Barbosa, Lúcia Falcão; http://lattes.cnpq.br/5667594441132627
This paper proposes the development of a didactic product in the form of a role-playing game (RPG) about the history of the Peasant Leagues in the state of Pernambuco in the 1950s. The game will contribute to the debate about the history of the state and the limits and achievements of the democratic experience in pre-1964 Brazil. The students play a central role in the narrative by taking the protagonism of the choices their characters, would make in the context of the struggle for dignity and land in the rural areas of the state. "The Voices of Machetes and the Shouts of Hoes" aims for the players to be able to: i) recognize the historical and socio-political context of the game's setting; ii) seek survival solutions in the face of natural, political, and social difficulties; iii) experience the weight of their decisions on the fate of peasants, thus producing knowledge about this historical event, its origin, and outcome; iv) find the best solution to resolve their conflicts. The didactic objective of the product is, in addition to acquiring knowledge about dates and characters, for the students to carry out historiographical operations such as researching, evaluating, criticizing, and producing historical knowledge as autonomously as possible, as real protagonists of the teaching-learning process.
WebForAll: Simplificando o entendimento da WCAG com gamificação
(2024-03-08) Serafim, Maria Giulia Maia; Burégio, Vanilson André de Arruda; http://lattes.cnpq.br/3518416272921878; http://lattes.cnpq.br/0667725413041028
In the digital age, web accessibility is a growing concern, aiming to ensure that everyone can fully enjoy online resources. However, this concern is often not prioritized in software projects due to a lack of basic knowledge on how to implement it. This work addresses the research problem: How to facilitate understanding of the Web Content Accessibility Guidelines (WCAG)? To solve it, Design Thinking was adopted as the methodology. Based on this methodology and aiming to solve the identified problem, an innovative solution was proposed: an educational platform that not only teaches these guidelines but does so in an engaging and motivating way through gamification.