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A Rede Social Académica SOL: impacto da gamificação na aprendizagem social
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Advisor(s)
Abstract(s)
Esta comunicação apresenta os resultados da Gamificação da Rede Social Académica SOL, contribuindo para elevar a motivação e participação numa Rede Social e o seu impacto na Aprendizagem Social. A presente investigação enquadra-se, assim, num estudo mais alargado baseado em Design-Based Research (DBR), com a construção de dois protótipos da Rede Social SOL gamificados integrados no Modelo Pedagógico da Universidade Aberta (Pereira et al, 2017).
Social Networks have also been used in the teaching / learning process in general with positive results. For example, Poellhuber, Anderson and Roy (2011) argue that more research is needed on the use of Social Networks in higher education. In the case of distance education, especially in organizational contexts and non-formal learning, there are several cases of good practice (Dron & Anderson, 2014). On the other hand, the use of Gamification in Education has shown promising results among others, in terms of student participation (Farzan et al, 2009), perception of the most pleasant learning (Sillaots, 2014), good practices in terms of ethics & Schneider, 2012). It is in this sense that the term Gamification of Deterding (2011) is framed: "The use of elements derived from games in contexts that are not games", to motivate and maintain the interest of users in a diverse set of activities (Huotari & Hamari, 2011). However, the use of Social Networks Gamification in higher education is at an early stage (Bacelar et al., 2016; de-Marcos et al., 2016). It was in this theoretical framework that we developed the Gamification of the Social Network Academic SOL2 , contributing to raise the motivation and participation in a Social Network and its impact on Social Learning. The present research fits into a broader study based on Design-Based Research (DBR), with the construction of two prototypes of the Social Network SOL3 gamified integrated in the Virtual Pedagogical Model of Universidade Aberta (Pereira et al, 2017). The results obtained suggest that the Gamification Elements had a positive impact on Social Learning in the SOL Network. Students shared content and co-created knowledge resulting from observing their peers' activities and interacting with the Gamification Elements in order to make their contributions visible by pointing out ways to use Gamification in the promotion of Social Learning, following the postulate Johnson, Sakamoto and Director (2017) and the psychology of learning.
Social Networks have also been used in the teaching / learning process in general with positive results. For example, Poellhuber, Anderson and Roy (2011) argue that more research is needed on the use of Social Networks in higher education. In the case of distance education, especially in organizational contexts and non-formal learning, there are several cases of good practice (Dron & Anderson, 2014). On the other hand, the use of Gamification in Education has shown promising results among others, in terms of student participation (Farzan et al, 2009), perception of the most pleasant learning (Sillaots, 2014), good practices in terms of ethics & Schneider, 2012). It is in this sense that the term Gamification of Deterding (2011) is framed: "The use of elements derived from games in contexts that are not games", to motivate and maintain the interest of users in a diverse set of activities (Huotari & Hamari, 2011). However, the use of Social Networks Gamification in higher education is at an early stage (Bacelar et al., 2016; de-Marcos et al., 2016). It was in this theoretical framework that we developed the Gamification of the Social Network Academic SOL2 , contributing to raise the motivation and participation in a Social Network and its impact on Social Learning. The present research fits into a broader study based on Design-Based Research (DBR), with the construction of two prototypes of the Social Network SOL3 gamified integrated in the Virtual Pedagogical Model of Universidade Aberta (Pereira et al, 2017). The results obtained suggest that the Gamification Elements had a positive impact on Social Learning in the SOL Network. Students shared content and co-created knowledge resulting from observing their peers' activities and interacting with the Gamification Elements in order to make their contributions visible by pointing out ways to use Gamification in the promotion of Social Learning, following the postulate Johnson, Sakamoto and Director (2017) and the psychology of learning.
Description
Esta comunicação está integrada nos trabalhos de Avaliação do Modelo Pedagógico Virtual, Universidade Aberta (2015) através do projeto de criação da Rede Social Académica (SOL) com o nº PTN/LEaD/Project Socializing Online Learning-SOL, Laboratório de Educação a Distância e eLearning (LE@D).
Keywords
Redes sociais Gamificação Aprendizagem social Rede SOL Modelo Pedagógico Virtual Educação a distância
Citation
Bacelar, F., Morgado, L., Rocío, V. (2018). A Rede Social Académica SOL: impacto da gamificação na aprendizagem social. 2º Congresso Internacional de Redes Sociais- CIReS, 7-8 junho, Universidade de Évora.
Publisher
Univeridade de Évora