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Abstract(s)
A Gamificação é um novo enfoque metodológico que proporciona novas
experiências, recorrendo aos elementos do jogo aplicados em contexto de “não jogo”
(Deterding et al., 2011). Esta poderá ser uma forte aliada no ensino do Inglês no 1º
Ciclo Ensino Básico (CEB), por conciliar elementos com os quais o aprendente do século
XXI se encontra familiarizado com o processo de aprendizagem, tornando-o
motivador, significativo e experiencial (Fernández-Corbacho, 2014).
Com o nosso projeto, propomo-nos mostrar que a gamificação pode
influenciar a motivação e a participação dos alunos (Foncubierta & Rodríguez, 2015)
durante a aprendizagem, podendo promover a colaboração e a competição entre os
aprendentes. Procurámos, também, elencar o papel das emoções neste processo,
mostrando que o que não atrai emoção, não capta a atenção e não desencadeia uma
aprendizagem significativa que implica os alunos no ato de aprender (Mora, 2013;
Fernández-Corbacho, 2014).
O nosso projeto foi um estudo de caso com contornos de investigação-ação,
realizado com alunos do 4º ano, de um colégio do Grande Porto, e teve como objetivo
responder às questões que foram o ponto de partida para a nossa investigação.
Os resultados obtidos mostram que as atividades gamificadas podem
contribuir para o aumento da motivação e envolvimento dos alunos durante a sua
realização, despertando diferentes emoções.
Gamification is a new methodological approach that provides new experiences, using game elements in “non game contexts” (Deterding et al., 2011). This can be a strong ally in Primary English Teaching for reconciling elements with whom the twenty-first century learner is familiar with in the learning process, making it motivating, meaningful and experiential (Fernández- Corbacho, 2014). We intend to show with our project that gamification can influence students’ motivation and participation (Foncubierta & Rodríguez, 2015), during the learning process, and it can promote collaboration and competition among them. We also sought to list the role of emotions in this process, showing that what does not attract emotion, does not capture attention and does not trigger meaningful learning that involves students in the learning process (Mora, 2013; Fernández-Corbacho, 2014). Our project was a case study with investigation- action contours, and it was carried out with fourth grade students from a private school in Oporto and its main goal was to answer the questions which were the starting point of our investigation. The results show that gamified activities can increase motivation and pupils’ engagement during their accomplishment, arousing different emotions.
Gamification is a new methodological approach that provides new experiences, using game elements in “non game contexts” (Deterding et al., 2011). This can be a strong ally in Primary English Teaching for reconciling elements with whom the twenty-first century learner is familiar with in the learning process, making it motivating, meaningful and experiential (Fernández- Corbacho, 2014). We intend to show with our project that gamification can influence students’ motivation and participation (Foncubierta & Rodríguez, 2015), during the learning process, and it can promote collaboration and competition among them. We also sought to list the role of emotions in this process, showing that what does not attract emotion, does not capture attention and does not trigger meaningful learning that involves students in the learning process (Mora, 2013; Fernández-Corbacho, 2014). Our project was a case study with investigation- action contours, and it was carried out with fourth grade students from a private school in Oporto and its main goal was to answer the questions which were the starting point of our investigation. The results show that gamified activities can increase motivation and pupils’ engagement during their accomplishment, arousing different emotions.
Description
Keywords
Gamificação Emoção Ensino do Inglês no 1º CEB Estudo de Caso Gamification Emotions Primary English Teaching Case Study
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação