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Publication
Gamificação no ensino superior online
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| 2.69 MB | Adobe PDF | |||
| 1.16 MB | Adobe PDF |
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Advisor(s)
Abstract(s)
Este estudo nasce através do problema de que modo um desenho gamificado
diferenciador, no ensino superior online, promove a motivação e o envolvimento
dos estudantes adultos.
Neste sentido, foi desenvolvida uma framework compreendendo oito estádios
gerais para a gamificação no ensino superior online, com base na revisão da
literatura efetuada. Os estádios são sequenciais e intitulam-se análise, públicoalvo,
conteúdo, estrutura, desenho gamificado, acompanhamento, resultados e
reavaliação.
Neste pressuposto, a fase do Desenho Gamificado inclui como elementos de
jogo a narrativa, vídeos de apoio à narrativa, quizzes, pontos, badges,
leaderboard, avatar, desafio, e feedback de diversa ordem, como feedback da
equipa do projeto aos estudantes, feedback entre pares, tabelas de desempenho,
tabelas de desempenho geral e vídeo final de desempenho. As mecânicas do
desenho gamificado incluem participação voluntária, níveis de dificuldade
pedagógica crescentes, tempos de realização das tarefas para comentário,
tempos para dar feedback, nomeadamente feedback em momentos específicos
da equipa docente ao trabalho desenvolvido pelos estudantes, comentário entre
pares aos trabalhos realizados, entrega dos documentos de badges, leaderboard,
tabelas de desempenho, tabelas de desempenho geral e vídeo final de
desempenho. Os desenhos gamificados incluem, ainda, tarefas referentes à
atividade que visam o desenvolvimento de conhecimentos sobre essa mesma
atividade, com ligação entre conteúdo pedagógico e narrativa.
Usando uma metodologia de design-based research, foi criada numa primeira
fase um desenho curricular gamificado para uma unidade curricular de ensino de
língua não materna, para estudantes em término de licenciatura. Analisados os
resultados desta fase, e com base na mesma framework, foi então criado um
segundo desenho diferenciador que se aplicou a uma unidade curricular de início
de licenciatura, incidindo sobre um conteúdo de hábitos de estudo académico.
Como fonte de recolha de dados foram usados métodos quantitativos e
métodos qualitativos. A primeira fase de recolha de dados foi durante a
implementação do desenho gamificado, através de técnicas de observação, com
VI
a criação de grelhas para o efeito. A segunda fase realizou-se após término da
unidade curricular, através de inquérito por questionário online. A terceira e última
fase de recolha de dados seguiu-se ao fecho da fase dos questionários e foi
realizada através de entrevistas individuais online.
Dos resultados obtidos constatou-se que os desenhos gamificados
diferenciadores se revelaram motivadores. Verificou-se que a narrativa e o vídeo
foram os elementos de jogo mais envolventes para ambas as e-turmas, sendo as
quizzes mais valorizadas pelos estudantes em fim de curso e o feedback pelos
estudantes em início de curso. Tal facto deveu-se aos estudantes se sentirem
mais motivados e empenhados quando se tratava de elementos de jogo mais
diretamente ligados à aprendizagem e aos conteúdos. De notar que embora
menos valorizada a existência de pontos, badges e leaderboard, estes foram
elementos considerados positivos pelos estudantes.
Conclusão, os resultados revelaram-se positivos, tendo os estudantes de
ambas as intervenções gostado da experiência das referidas unidades
curriculares e da aprendizagem através de um desenho gamificado.
This study aims to know how a gamified instructional design, in online higher education, promotes the motivation and involvement of adult students. In this context, a framework was developed, with eight general stages for the gamification in online higher education, based on a review of the literature. The stages are sequential and are titled analysis, target audience, content, structure, gamified design, tracking, results and re-evaluation. In this assumption, the Gamified Design phase includes narrative support, narrative support videos, quizzes, points, badges, leaderboard, avatar, challenge, and feedback of diverse order, such as project team feedback to students, feedback between peers, performance tables, general performance tables, and final performance video. The mechanics of the gamified design include voluntary participation, increasing levels of pedagogical difficulty, times of accomplishment of the tasks for commentary, times to give feedback, namely feedback in specific moments of the teaching team to the work developed by the students, comment among peers to the accomplished works, delivery of badges documents, leaderboard, performance tables, general performance tables and final performance video. The gamified design also includes a set of activities, with several tasks, in order to promote the knowledge acquisition. Using a methodology of design-based research, a gamified design was created in the first phase for a non-mother tongue curricular unit for undergraduate students at the end of their study plan. Analysing the results of this phase, and based on the same framework, a second gamified design was created, which was applied to a curricular unit at the beginning of their study plan, focusing on academic study habits. Quantitative methods and qualitative methods were used as a source of data collection. The first phase of data collection, was made during the implementation of the gamified design, through observation techniques. The second phase was carried out after completion of the curricular unit, through an online questionnaire survey. The third and final phase of data collection followed the completion of the questionnaire phase and was conducted through individual online interviews. VIII From the obtained results, it was verified that the differentiated gamified designs were motivating. It was found that narrative and video were the most engaging elements in both e-classes. Besides, the quizzes were most valued by the students at the end of their study plan and the feedback most appreciated by the students at the beginning of their study plan. The fact is that students being more motivated and committed when it came to the elements of the game more directly linked to learning and content. Nevertheless, the students find the existence of points, badges and leaderboard, as positive aspects of the gamified design. In conclusion, the results were positive, and the students from both interventions enjoyed the experience of these curricular units and learning through a gamified design.
This study aims to know how a gamified instructional design, in online higher education, promotes the motivation and involvement of adult students. In this context, a framework was developed, with eight general stages for the gamification in online higher education, based on a review of the literature. The stages are sequential and are titled analysis, target audience, content, structure, gamified design, tracking, results and re-evaluation. In this assumption, the Gamified Design phase includes narrative support, narrative support videos, quizzes, points, badges, leaderboard, avatar, challenge, and feedback of diverse order, such as project team feedback to students, feedback between peers, performance tables, general performance tables, and final performance video. The mechanics of the gamified design include voluntary participation, increasing levels of pedagogical difficulty, times of accomplishment of the tasks for commentary, times to give feedback, namely feedback in specific moments of the teaching team to the work developed by the students, comment among peers to the accomplished works, delivery of badges documents, leaderboard, performance tables, general performance tables and final performance video. The gamified design also includes a set of activities, with several tasks, in order to promote the knowledge acquisition. Using a methodology of design-based research, a gamified design was created in the first phase for a non-mother tongue curricular unit for undergraduate students at the end of their study plan. Analysing the results of this phase, and based on the same framework, a second gamified design was created, which was applied to a curricular unit at the beginning of their study plan, focusing on academic study habits. Quantitative methods and qualitative methods were used as a source of data collection. The first phase of data collection, was made during the implementation of the gamified design, through observation techniques. The second phase was carried out after completion of the curricular unit, through an online questionnaire survey. The third and final phase of data collection followed the completion of the questionnaire phase and was conducted through individual online interviews. VIII From the obtained results, it was verified that the differentiated gamified designs were motivating. It was found that narrative and video were the most engaging elements in both e-classes. Besides, the quizzes were most valued by the students at the end of their study plan and the feedback most appreciated by the students at the beginning of their study plan. The fact is that students being more motivated and committed when it came to the elements of the game more directly linked to learning and content. Nevertheless, the students find the existence of points, badges and leaderboard, as positive aspects of the gamified design. In conclusion, the results were positive, and the students from both interventions enjoyed the experience of these curricular units and learning through a gamified design.
Description
Keywords
Gamificação Desenho Ensino superior Ensino a distância Elearning Aprendizagem Aprendizagem Design-based research Instructional design Gamification Online higher education Distance education
Citation
Gomes, Cláudia - Gamificação no ensino superior online [Em linha]. [S.l.]: [s.n.], 2017. 2 vols.