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Serious games e material didático para o ensino superior na educação a distância: um estudo de caso
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Advisor(s)
Abstract(s)
No contexto do Ensino Superior na modalidade a distância, temos a legislação brasileira
vigente que determina a elaboração de material didático pedagógico, como componente
essencial o qual deve ser planejado em conformidade com o Projeto Político Pedagógico e
contemplar as múltiplas linguagens articulado com dinâmicas formativas. Dessa forma, nos
deparamos com a inserção dos Jogos na educação. Para realização da pesquisa, levantou-se a
seguinte pergunta: de que modo a inserção de um serious games no Material Didático da
disciplina de Algoritmo e Programação num contexto de Ensino Superior a Distância,
influencia a motivação e autonomia na aprendizagem com foco na aplicação prática dos
conteúdos abordados, na perspectiva dos alunos? Para sua avalição analisou-se o modo pelo
qual os alunos de graduação de um curso de ensino superior a distância, avaliaram a utilização
dos serious games no material didático e, ainda, de que forma os estudantes reconhecem a
aplicabilidade dos serious games ao conteúdo abordado no material didático da Unidade
Curricular. Para tanto, como referencial teórico foram consultados, além de outros teóricos:
Alves e Coutinho (2016); Anastácio, Silva e Cruz (2017); Bandeira (2017); Bates (2019); Carolei,
Bruno e Rocha (2017); Escobar e Buteler (2018); Freitas e Liarokapis (2011); Filatro (2015);
Gee (2012); Girardi, Ecalle e Magman (2013); Heins (2017); Lopes e Oliveira (2013); McTigue
e Uppstad (2018); Medeiros e Cruz (2018); Schlemmer(2016); Silva e Amante (2015). Do ponto
de vista metodológico, foi efetivada a investigação de caráter exploratório por meio de um
estudo de caso de natureza qualitativa em conformidade com Perez Juste et al. (2012;
Coutinho e Chaves (2002); Bogdan e Kiklen (1994); Yin (2015). Como técnica de recolha de
dados tivemos a aplicação de questionário com base de sustentação nos argumentos
apresentados por Yin (2015); Coutinho (2006); Gil (2006); Ghiglione e Matalon (1997). Para tal
adotou-se um serious game (Process Legend – Núcleo Educacional de Tecnologias e Línguas –
Universidade Federal do ABC – Santo André – Brasil) e o mesmo foi inserido em Material
Didático para o Ensino Superior na Educação a Distância. Os resultados colhidos na pesquisa
aplicada, demonstraram que, a inserção do serious game no material didático da disciplina
propicia motivação e engajamento. Porém, cabe ressaltar que seja aplicada prática dos
conteúdos e aprendizagem significativa e, não apenas, com cunho ilustrativo e de
entretenimento.
In a context of e-learning University education, there is a recurring legislation that determines the elaboration of the pedagogic didactic material, as an essential component which must be planned according to the Pedagogic Political Project and include the multiple languages along with formative dynamics. Hence, we see ourselves facing the insertion of Games in education. For the realization of this research, following the research topic: how the insertion of a “serious games” in the Didactic Material of the Algorithm and Programming subject in a context of e-Learning University Education, influences the motivation and autonomy in learning with focus on the practical application of designated topis, in the students perspective? For its evaluation, it has been analysed how the e-learning university students evaluated the utilization of “serious games” in the didactic material and, also, how the students recognized the applicability of those games in the designated topics in the didactic material of the Curricular Unity. For such, as referential topic was consulted, besides other theorists, Alves e Coutinho (2016); Anastácio, Silva e Cruz (2017); Bandeira (2017); Bates (2019); Carolei, Bruno e Rocha (2017); Escobar e Buteler (2018); Freitas e Liarokapis (2011); Filatro (2015); Gee (2012); Girardi, Ecalle e Magman (2013); Heins (2017); Lopes e Oliveira (2013); Mc Tigue e Uppstad (2018); Medeiros e Cruz (2018); Schlemmer (2016); Silva e Amante (2015). In a methodological point of view, it has been effectuated the exploratory investigation via a case study of qualitative nature in conformity with Perez Juste et al. (2012); Coutinho e Chaves (2002); Bogdan e Kiklen (1994); Yin (2015). As a technique of data collecting, we’ve had the application of a questionnaire sustained in the arguments presented by Yin (2015); Coutinho (2006); Gil (2006); Ghiglione e Matalon (1997). For such achievements, there was adopted a “serious game” (Process Legend – Núcleo Educacional de Tecnologias e Línguas – Universidade Federal do ABC – Santo André – Brazil) and the same has been insered in Didactic Material for e-Learning in University Education. The results collected in the research demonstrated that the insertion of “Serious Game” in the didactic material of the discipline and provides motivation and committee. Nevertheless, is it importante to reinforce that it must be used the practice of contents and significative learning and not only as illustrative and entertainment measures.
In a context of e-learning University education, there is a recurring legislation that determines the elaboration of the pedagogic didactic material, as an essential component which must be planned according to the Pedagogic Political Project and include the multiple languages along with formative dynamics. Hence, we see ourselves facing the insertion of Games in education. For the realization of this research, following the research topic: how the insertion of a “serious games” in the Didactic Material of the Algorithm and Programming subject in a context of e-Learning University Education, influences the motivation and autonomy in learning with focus on the practical application of designated topis, in the students perspective? For its evaluation, it has been analysed how the e-learning university students evaluated the utilization of “serious games” in the didactic material and, also, how the students recognized the applicability of those games in the designated topics in the didactic material of the Curricular Unity. For such, as referential topic was consulted, besides other theorists, Alves e Coutinho (2016); Anastácio, Silva e Cruz (2017); Bandeira (2017); Bates (2019); Carolei, Bruno e Rocha (2017); Escobar e Buteler (2018); Freitas e Liarokapis (2011); Filatro (2015); Gee (2012); Girardi, Ecalle e Magman (2013); Heins (2017); Lopes e Oliveira (2013); Mc Tigue e Uppstad (2018); Medeiros e Cruz (2018); Schlemmer (2016); Silva e Amante (2015). In a methodological point of view, it has been effectuated the exploratory investigation via a case study of qualitative nature in conformity with Perez Juste et al. (2012); Coutinho e Chaves (2002); Bogdan e Kiklen (1994); Yin (2015). As a technique of data collecting, we’ve had the application of a questionnaire sustained in the arguments presented by Yin (2015); Coutinho (2006); Gil (2006); Ghiglione e Matalon (1997). For such achievements, there was adopted a “serious game” (Process Legend – Núcleo Educacional de Tecnologias e Línguas – Universidade Federal do ABC – Santo André – Brazil) and the same has been insered in Didactic Material for e-Learning in University Education. The results collected in the research demonstrated that the insertion of “Serious Game” in the didactic material of the discipline and provides motivation and committee. Nevertheless, is it importante to reinforce that it must be used the practice of contents and significative learning and not only as illustrative and entertainment measures.
Description
Keywords
Serious games Avaliação do material didático Ensino superior Educação a distância Brasil Didactic material Univesity education e-Learning
Citation
Abeid, Maria Beatriz Nazar Bergamo - Serious games e material didático para o ensino superior na educação a distância [Em linha]: um estudo de caso. Lisboa: [s.n.], 2021. 114 p.