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Incorporação de jogos digitais no ensino de estudantes com TDAH: um guia didático para o professor da educação básica
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Advisor(s)
Abstract(s)
Este estudo investiga um problema central: “o que o professor precisa saber para incorporar jogos digitais, que progressivamente desafiam as funções executivas do jogador, em
salas de aula da educação básica para promover o desenvolvimento cognitivo, afetivo e
comportamental de estudantes com Transtorno de Déficit de Atenção e Hiperatividade (TDAH)?”.
Utilizando o método Design Science Research (DSR), o estudo envolveu: revisão da literatura;
análise de conteúdo de entrevistas com renomados pesquisadores internacionais da área de jogos digitais e TDAH; construção de um Guia Didático para professores; validação do Guia com 14 juízes especialistas por meio da Técnica Delphi; realização de uma oficina com 18 professores em uma escola pública em Maceió/AL; e registro de observação em aulas reais de 3 professores participantes da oficina. Os resultados demonstram um avanço significativo na capacidade dos professores de incorporar jogos digitais de maneira eficaz, promovendo o engajamento e o desenvolvimento de habilidades em estudantes com TDAH.
This study examines a central problem: "What do teachers need to know to incorporate digital games, which progressively challenge the player's executive functions, in primary and secondary education classrooms to promote the cognitive, affective, and behavioral development of students with Attention Deficit Hyperactivity Disorder (ADHD)?" Utilizing the Design Science Research (DSR) method, the study involved: a literature review; content analysis of interviews with renowned international researchers in the fields of digital games and ADHD; the development of a Didactic Guide for teachers; validation of the Guide by 14 expert judges using the Delphi Technique; conducting a workshop with 18 teachers in a public school in Maceió, AL; and observation records from real classes taught by 3 teachers who participated in the workshop. The results demonstrate a significant advancement in teachers' ability to effectively incorporate digital games, thereby promoting engagement and skill development in students with ADHD.
This study examines a central problem: "What do teachers need to know to incorporate digital games, which progressively challenge the player's executive functions, in primary and secondary education classrooms to promote the cognitive, affective, and behavioral development of students with Attention Deficit Hyperactivity Disorder (ADHD)?" Utilizing the Design Science Research (DSR) method, the study involved: a literature review; content analysis of interviews with renowned international researchers in the fields of digital games and ADHD; the development of a Didactic Guide for teachers; validation of the Guide by 14 expert judges using the Delphi Technique; conducting a workshop with 18 teachers in a public school in Maceió, AL; and observation records from real classes taught by 3 teachers who participated in the workshop. The results demonstrate a significant advancement in teachers' ability to effectively incorporate digital games, thereby promoting engagement and skill development in students with ADHD.
Description
Keywords
Jogos digitais Educação TDAH Sala de aula Digital games Education ADHD Classroom
Pedagogical Context
Citation
Publisher
Universidade Aberta. LE@D