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Abstract(s)
O foco da educação é a aprendizagem e não o ensino. O ensino retira dos ombros do docente a responsabilidade da educação do aluno. Ser bom a ensinar não garante que os alunos aprendam. Por outro lado, ser um bom facilitador do conhecimento aumenta as hipóteses de aperfeiçoamento de quem aprende. A gamificação entre neste pensamento pois é uma estratégia que facilita o conhecimento e abre portas para a aprendizagem ao se apoiar na condição humana. Baseada em aspetos psicológicos, a gamificação tira partido de elementos gamificados para motivar e interessar os alunos nas atividades. Tornando assim a aprendizagem num momento lúdico que apela ao interesse dos alunos do 1º Ciclo de Ensino Básico.
Deste modo, estre projeto tem como objetivo: a) verificar se há a possibilidade de certos elementos da gamificação serem úteis para a aprendizagem significativa, tendo em conta os diferentes tipos de motivação e o tipo de aprendizagem que estes promovem; b) observar alguns elementos gamificados que promovam a competição construtiva e descobrir se são repetíveis.
O estudo foi realizado num Agrupamento do Distrito do Porto em várias turmas do 3º e 4º Ano que se encontram equiparáveis em relação a fatores socioeconómicos. Foi clarificado que a gamificação ajuda de facto na aprendizagem significativa pois motiva os alunos intrinsecamente quando as atividades são desenhadas em conjunto com outras estratégias e/ou baseadas em vários elementos gamificados como a narrativização.
Para se determinarem as respostas às questões de investigação e se suceder na completação dos objetivos, foram utilizados instrumentos de recolha de dados adequados à investigação. Sendo estes questionários feitos aos alunos de forma escrita e oral, observação livre realizada por três ou mais observadores e análise à avaliação formativa dos alunos.
Quando apenas se incluem elementos gamificados simples (como os pontos, tabelas, crachás ou prémios) numa atividade monótona, a motivação extrínseca aumenta, mas a aprendizagem continua a ser superficial. Em relação à competição, ficou clarificada a noção
que a competição construtiva, na gamificação, é potenciada pelo trabalho em equipa e em colaboração com um objetivo comum para todos os grupos. Não obstante, a gamificação promove a competição construtiva em outras atividades, no entanto, com a referida anteriormente, neste contexto, a competição construtiva foi assegurada a 100%
The purpose of education is learning, not teaching. Teaching takes the responsibility for educating the pupils off the teacher´s shoulders. Being good at teaching doesn't guarantee that pupils will learn. On the other hand, being a good facilitator of knowledge increases the chances of improvement for those who learn. Gamification plays into this train of thought because it is a strategy that facilitates knowledge and opens doors to learning by drawing on the human condition. Based on psychological aspects, gamification takes advantage of gamified elements to motivate, engage and interest pupils in activities. It thus turns learning into a playful moment that appeals to the interest of primary school pupils. Therefore, this project aims to: a) see if there is a possibility that certain elements of gamification are useful for meaningful learning, considering the different types of motivation and the type of learning they promote; b) observe some gamified elements that promote constructive competition and find out if they are repeatable. The study was carried out in a group of schools in the district of Oporto with several 3rd and 4th year classes that were similar in terms of socio-economic factors. It was clear that gamification does help meaningful learning because it motivates students intrinsically when activities are designed in conjunction with other strategies and/or based on various gamified elements such as narrativization. In order to determine the answers to the research questions and succeed in completing the objectives, data collection instruments appropriate to the research were used. These included written and oral questionnaires to the students, free observation by three or more observers and analysis of the students' formative assessment. When only simple gamified elements (such as points, tables, badges, or prizes) are included in a monotonous activity, extrinsic motivation increases, but learning remains superficial. Regarding competition, it was clear that constructive competition in gamification is enhanced by teamwork and collaboration with a common goal for all groups. Nevertheless, gamification promotes constructive competition in other activities, but with the one mentioned above, in this context, constructive competition was ensured 100 per cent.
The purpose of education is learning, not teaching. Teaching takes the responsibility for educating the pupils off the teacher´s shoulders. Being good at teaching doesn't guarantee that pupils will learn. On the other hand, being a good facilitator of knowledge increases the chances of improvement for those who learn. Gamification plays into this train of thought because it is a strategy that facilitates knowledge and opens doors to learning by drawing on the human condition. Based on psychological aspects, gamification takes advantage of gamified elements to motivate, engage and interest pupils in activities. It thus turns learning into a playful moment that appeals to the interest of primary school pupils. Therefore, this project aims to: a) see if there is a possibility that certain elements of gamification are useful for meaningful learning, considering the different types of motivation and the type of learning they promote; b) observe some gamified elements that promote constructive competition and find out if they are repeatable. The study was carried out in a group of schools in the district of Oporto with several 3rd and 4th year classes that were similar in terms of socio-economic factors. It was clear that gamification does help meaningful learning because it motivates students intrinsically when activities are designed in conjunction with other strategies and/or based on various gamified elements such as narrativization. In order to determine the answers to the research questions and succeed in completing the objectives, data collection instruments appropriate to the research were used. These included written and oral questionnaires to the students, free observation by three or more observers and analysis of the students' formative assessment. When only simple gamified elements (such as points, tables, badges, or prizes) are included in a monotonous activity, extrinsic motivation increases, but learning remains superficial. Regarding competition, it was clear that constructive competition in gamification is enhanced by teamwork and collaboration with a common goal for all groups. Nevertheless, gamification promotes constructive competition in other activities, but with the one mentioned above, in this context, constructive competition was ensured 100 per cent.
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Keywords
Gamificação Educação Ensino de inglês no 1º CEB Competição Aprendizagem significativa Gamification Education Teaching English in primary school Competition Meaningful learning
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação