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Advisor(s)
Abstract(s)
De maneira a incrementar a motivação dos alunos, os professores deparam-se com a necessidade de
diversificar as metodologias e técnicas utilizadas de maneira a despertar o interesse dos alunos e
a torná-los participantes ativos, promovendo o desenvolvimento da sua aprendizagem. Deste modo, a
gamificação tem-se destacado como uma estratégia promissora no campo da educação, procurando
envolver e motivar os alunos por meio da aplicação de elementos e dinâmicas de jogo em contextos de
aprendizagem.
Posto isto, o presente estudo, realizado no âmbito do Relatório Final de Estágio do Mestrado em
Ensino de Inglês no 1º Ciclo do Ensino Básico, tem como finalidade compreender quais elementos de
jogo se revelam mais eficazes na promoção da motivação dos alunos nas aulas de inglês, analisar as
suas perceções através de questionários e identificar possíveis barreiras que possam impedir ou
dificultar a implementação da gamificação no ensino.
Este estudo, de natureza qualitativa e com contornos de investigação-ação, recorre a técnicas e
instrumentos de análise de dados qualitativos, tais como a análise documental (planificações
didáticas, diário de bordo e notas de campo) e o inquérito por questionário, aplicado a 39 alunos
de duas turmas distintas, uma de 2º ano e outra de 3º ano.
ln arder to increase students' motivation, teachers are faced with the need to diversify the methodologies and techniques used in arder to arouse their interest and make them active participants, while promoting the development of their learning. Thus, gamification has stood out as a promising strategy in the field of education, seeking to engage and motivate students through the application of game elements and dynamics in learning contexts. Hereupon, this study was developed within the Final lnternship Report of the Master's degree in teaching English in Primary Education. lt aims to understand which game elements prove to be most effective in promoting students' motivation in English classes, to analyse their perceptions through questionnaires, and to identify possible barriers that may prevent or hinder the implementation of gamification in teaching. This study, with a qualitative nature and action research contours, uses qualitative data analysis techniques and instruments, such as document analysis (lesson plans, logbooks and fieldnotes) and questionnaire survey, applied to 39 students of two different classes, 2ⁿᵈ and 3ʳᵈ grade.
ln arder to increase students' motivation, teachers are faced with the need to diversify the methodologies and techniques used in arder to arouse their interest and make them active participants, while promoting the development of their learning. Thus, gamification has stood out as a promising strategy in the field of education, seeking to engage and motivate students through the application of game elements and dynamics in learning contexts. Hereupon, this study was developed within the Final lnternship Report of the Master's degree in teaching English in Primary Education. lt aims to understand which game elements prove to be most effective in promoting students' motivation in English classes, to analyse their perceptions through questionnaires, and to identify possible barriers that may prevent or hinder the implementation of gamification in teaching. This study, with a qualitative nature and action research contours, uses qualitative data analysis techniques and instruments, such as document analysis (lesson plans, logbooks and fieldnotes) and questionnaire survey, applied to 39 students of two different classes, 2ⁿᵈ and 3ʳᵈ grade.
Description
Keywords
Gamificação Elementos de jogo Motivação Gamification Game elements Motivation
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação