Universidade do Rio dos Sinos, PIPCA Av. Unisinos, 950 -Cristo Rei, CEP: 93022-000, São Leopoldo / RS -Brasil !pjaques@unisinos.br
ABSTRACTIn this work we present a way to classify students from a gamified online learning environment according to their interactions, and to use the results to create and recommend "missions" -a gamification element that contains challenging tasks to keep students engaged -that focus on: (1) the students' most common interactions, (2) the students' least common interactions (to balance their online behavior), and (3) more than one type of interaction at the same time. The classification approach was systematically applied, following the Pedagogical Recommendation Process. It's main objective was to assist teachers creating personalized missions.We applied a questionnaire to compare the new approach (classification according to patterns in interactions) to the existing one (a report showing some actions students took in the environment). In the results, the classification approach provided a better way to evaluate the students, regarding the three missions' focus.
As a result there are many studies that claim that the use of gamification provides many advantages in the field of education, but very few, so far, we empirically prove that such benefits are due only the use of gamification techniques, an experimental research was conducted in order to analyze the first year high school students with the intention to assess what is the impact of using gamification in relation to their learning from the point of view of educators and researchers in the mathematical discipline of the teaching context for the first year of high school in public schools in Brazil. The results point to an improvement in the performance of groups of students analyzed, making it possible to conclude that the gamification as a teaching strategy contributes positively on student achievement.Resumo. Em decorrência de haverem muitos trabalhos que afirmam que o uso de gamificação possibilita muitas vantagens no campo da educação, porém muito poucos, até o momento, que comprovem empiricamente que tais vantagens são decorrentes apenas do uso de técnicas de gamificação, foi realizada uma pesquisa experimental a fim de analisar alunos do primeiro ano do ensino médio com a intenção de avaliar qual é o impacto do uso de gamificação em relação ao seu aprendizado, do ponto de vista de educadores e pesquisadores, no contexto do ensino da disciplina de matemática para o primeiro ano do ensino médio em escolas públicas do Brasil. Os resultados obtidos apontam para uma melhora no rendimento dos grupos de alunos analisados, o que possibilitou concluir que o uso de gamificação como estratégia didática contribui positivamente no rendimento dos alunos.
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